
Book ^'C ' 



Co{pght}J?_ 



COPyRIGHT DEPOSrn 



The Worker and His Work Series 



Text-books for the Correspondence 

Study Courses of the Board of 

Sunday Schools 



The Superintendent 
and His Work 



By 
FRANK L. BROWN 

Superintendent of the Bushwick Avenue Methodist Episcopal 
Sunday School, Brooklyn, N. Y. 



Authorized and issued by the Board of Sunday 
Schools of the Methodist Episcopal Church, 
Fourteen West Washington Street, Chicago, Illi- 
nois, David G. Downey, Corresponding Secretary, 
IN co-operation with John T. McFarland, Editor of 
Sunday School Publications, and with his approval. 

Printed for the Board 

BY 

JENNINGS AND GRAHAM 



^X-^ 



Copyright, 1911, by 

The Board of Sunday Schools 

OF the 

Methodist Episcopal Church 



NO. I 



A 



CONTENTS 



'^ 



Introductory Chapter, - - ' - - - - 6 

^* I. The Institution, - - - - - - 21 

II. The Superintendent, - - - - - - 36 

III. The School Equipped, - - - - - 49 

IV. The School Organized, 58 

V. Department Management, .... 7^ 

VI. Promotions, Supplemental and Hand Work, - 89 

VII. Program and Session, ..... 100 

VIII. Instruction From the Platform, - - - 116 

IX. Sunday School Music, 130 

X. The Superintendent and His Teachers, - - 141 

XI. Teachers' and Business Meetings, - - - 152 

XII. The Scholar, 163 

XIII. Recreations and Scholars' Organizat ons, - 176 

XIV. Three Important Offices and their Significance, 187 

XV. Missions in the Sunday-Schoc-l, - - - 199 

XVI. Temperance in the Sunday-School, - - - 210 
XVII. Special Days in the Sunday-School, - - 221 

XVIII. Decision Day, 235 

XIX. Some Special Cases, 246 

XX. The School's Upbuilding, 260 

3 



PREFACE 

The importance of the office of the Sunday-school Superin- 
tendent has grown with the expansion of the Sunday-school, 
with advance in its educational ideals, and with its increas- 
ing community touch And world-wide reach. 

The 150,000 Sunday-schools of this country are super- 
intended by men and women drawn from the ranks of busy 
people, leaders sincerely anxious to make the most of their 
office and hungry for practical help, as much so as any 
office bearers of the Church. 

This book has been written out of the experience and 
observation of twenty-five years of work as a Superin- 
tendent, with the purpose of assisting my fellow Superin- 
tendents in preparing themselves for better and more effective 
work. Not all the suggestions made or plans outlined can 
be applied in any one school. The ideals presented, however, 
we trust, will not be found impracticable in any case. 

It takes most of us as Superintendents many years to 
come to even an approximate completeness in results, for 
we are limited often as to equipment or helpers. The best 
Superintendents are never satisfied with their work. The 
horizon is continually lifting and the vision broadening. 

The Superintendent of the small school can have a school 
as complete and high in quality as the large city school, and 
usually more satisfactory in its results through the possi- 

5 



6 PREFACE 

bility of the individual touch. The supreme goal in Sunday- 
school work, the shaping of Christian character for the 
world's service, can be attained in the smallest school and 
under any limitations if there is a heart of love and a hand 
of help. 

Grateful acknowledgment is made of suggestions found 
in the Sunday School Journal, the Sunday School Times, 
and the Sunday School Executive, for illustrative material 
used in these pages. 

Frank L. Brown. 

Brooklyn, N. Y,, January, 191 1. 



INTRODUCTORY CHAPTER 

THE GRADED SUNDAY SCHOOL 



THE GRADED SUNDAY SCHOOL 
INTRODUCTORY CHAPTERi 

I. Standard of Organization 

1. The purpose of organization. Organization is 
simply a means to an end. Given a certain situation, the 
Sunday school should adopt such form of organization as 
Conditions ^^^^ ^^^^ enable it to adapt itself to that situ- 
Determine ation and to accomplish the ends for which it 
Details of exists. If the school meets in a little country 
Organization schoolhouse, has one teacher, one class, and an 
enrollment of fifteen persons, it will not be aided in doing 
its work by adopting the complicated organization demanded 
by the city school of a thousand members. But even the 
smallest and weakest frontier school may, in a simple or- 
ganization suited to its situation and its needs, recognize the 
fundamental principles which make its big brother of the 
highest educational and religious efficiency. Conditions vary 
so widely in different schools that it is impossible to sug- 
gest a form of organization suited to all. Each school will 
do best by acquainting itself thoroughly with the highest 
ideals in Sunday school work; then, having adopted a work- 
ing plan suited to its situation, it may gradually advance 
toward the ideal. 

2. The ideal standard. So far as possible, every Sunday 



1 By Wade Crawford Barclay, Educational Director of the Board of 
Sunday Schools. 

9 ' 



10 THE SUPERINTENDENT AND HIS WORK 

school should attain to the following ideal of organi- 
zation : 

(i) The Sunday-school fully graded. (For complete 
statement on graded organization, see pp. 14, 15.) 

(2) A Cradle Roll. 

(3) A Home Department. 

(4) A Teacher Training Department. 

(5) Organized Adult Classes. 

(6) A Sunday School Missionary Organization. 

(7) A Sunday School Temperance Organization.. 

(8) Regular Meeting of the Sunday School Board. 

3. Officers necessary to realize this ideal. We suggest 
as advisable, in order to realize this ideal of organization 
and all that it implies, to have at least the following officers : 
Superintendent; an Assistant Superintendent, who shall be 
Director of Graded Instruction; a second Assistant Super- 
intendent, who shall be Director of Teacher Training; in 
large schools superintendents of various departments, as Su- 
perintendent of the Primary Department, Superintendent of 
the Junior Department, etc. ; Superintendent of the Home De- 
partment; Superintendent of the Cradle Roll; Secretary; an 
Assistant Secretary, who shall be Secretary of Enrollment 
and Classification; Treasurer; Organist; Chorister; one or 
more Librarians; Ushers, and various committees, of which 
one should be the Quarterly Conference Committee on Sunday 
schools required by the Discipline, and another a Committee 
on Sunday School Evangelism. 

4. The relation of the pastor to the Sunday-school. 
Since the Sunday-school is integrally a part of the Church, 
the pastor is as truly pastor of the Sunday-school as of the 
Church itself. Methodist Episcopal Church polity recognizes 
this and makes the pastor the executive head of the Sunday- 
school, and clearly defines his prerogatives as such. This re- 
lation should be cordially recognized by officers and school, 
and every facihty afforded the pastor to exercise a helpful 
and fruitful ministry in that department of the Church which 
offers him his largest spiritual opportunity. ^ 



THE GRADED SUNDAY SCHOOL il 

II. The Graded School 

I. What is a Graded School? There are few schools 
but what have from the beginning made some approach to 
grading. Seldom, indeed, is a school found which does not 
All Schools separate the gray heads from the curly locks. Not 
are to some Only are classes formed, as a rule, with more or 
Extent less successful attempt to group together those 

Graded ^^ approximately the same age, but the lesson 

helps commonly furnished bear titles such as Intermediate 
Quarterly, Senior Quarterly, which thus recognize the dif- 
ferent departments from beginners to adults. Thus it would 
seem at first glance that the average school has been graded, 
both as to pupils and as to lesson materials. But as a 
matter of fact, this is only a seeming gradation. Age alone 
is not a proper basis for grading pupils. As for the cur- 
riculum, since all lesson helps of the uniform series use the 
same lesson material for all ages, and presuppose almost 
entirely the same teaching methods for all, they can be said 
to be graded only in name. 

In order that a school may be properly and successfully 
graded there must be, in both theory and practice, full recog- 
nition of the following principles : 

(a) The members of the school must be separated into 
general divisions suggested by the natural periods of human 
^ life; and, secondly, into classes upon the basis of 

Completely age, physical development, and mental capacity. 
Graded (^) The curriculum must be so planned as 

School ^Q offer lesson material suited to the mental 

powers, the interests, and the spiritual needs of the pupils. 

(c) The teaching methods used must likewise be deter- 
mined by and suited to the mental development and spiritual 
needs of the learners. 

(d) Promotions from class to class and from department 
to department must be upon the basis of a standard which 
has regard both to proficiency in the curriculum and to age 
and physical, mental, and spiritual development. 



12 THE SUPERINTENDENT AND HIS WORK 

2. The necessity of grading. If the Sunday-school is 
to reaHze its highest possibiHties, grading is not a matter of 
opinion or choice, but a necessity. This by no means declares 
other methods a failure; "it recognizes the good already at- 
tained, while it seeks a higher good." Grading rests upon 
these established principles : 

(a) Human life is by nature marked off into certain clearly 
defined periods. A human being is a developing creature 
with needs different in different periods of his developing 
qqjj life. Grading is the recognition of this fact. 
First Graded No Sunday-school consists of pupils all of one 
Human age; rather, it is made up of people of all ages 
^^*® and in all stages of physical, mental, and spir- 
itual growth. Grading is the means of adaptation to these 
existing facts. It is a commonplace of child study to-day 
that at one period play is a dominating interest; at another, 
memory power reaches its culmination; at another, biography 
makes its strongest appeal; at still another, "the chivalric 
ideals and great altruistic principles of Christianity appeal 
with almost irresistible force." The aptitudes, the needs, the 
interests of the different periods can only be met and taken 
advantage of by a graded system. 

(b) In all teaching the mind of the learner is now the 
point of departure. Teaching has to do with two principals : 
the learner and the truth to be taught. In the Sunday-school 
Teaching ^" ^^^ P^^^ almost all emphasis has been placed 
Has Regard upon the body of material to be taught. The 
First to the lesson System has been planned almost entirely 
Being who is ^j^j^ regard to the Bible. But the science of 

pedagogy has been coming more and more to 
hold that effective teaching must regard first the mind of 
the learner, and consider the teaching material as a means 
of reaching desired ends. As soon as this point of view is 
adopted, grading of the lesson material becomes necessary. 
Only this secures the presentation of the different parts of 
the Bible at the time at which they severally make their 
strongest and most effective appeal. The application of this 

6 



THE GRADED SUNDAY SCHOOL 13 

principle would make forever impossible the presentation to 
the minds of little children of lesson material which is fitted 
to test the intellectual acumen of college graduates. 

(c) The Bible itself is best studied in the order of its 
development. The uniform lesson system ignores both the 
fact that the Bible is a body of sacred literature which de- 
Different veloped slowly through long centuries, and that 

Parts of Bible it is a gradual and progressive revelation of the 
Represent purpose and will of God concerning men.i The 
Periods of graded system is fitted to give due emphasis to 
both these facts. A graded course of study pre- 
senting the Bible practically in the order in which it came 
into existence, which order is singularly fitted to the periods 
of mental growth, will give to the person who takes the 
course complete and connected knowledge of the Scriptures 
and their teaching quite impossible of impartation by means 
of the fragmentary, patchwork method of the uniform system. 

3. Objections to grading. It may be well to consider 
briefly the most common objections made to grading the 
Sunday-school. It is objected that: 

(a) Grading will do away with uniformity, that is, the 
use of the same lesson by the whole school and by all 
schools throughout the world. There can be no doubt that 
the uniform lesson system was at the time of its inaugu- 
ration a great improvement over the previous lack of sys- 
tem, and that it has been attended by many benefits and 
advantages. It marked a distinct stage of advance in Sunday 
school development, but it has served its day and must now 
give way in order that the Sunday school may become still 
more efficient. We can afford to discard a good for a still 
greater good. The uniform lesson idea appeals to sentiment, 
but it is easily discernible that the strongest influence in its 

1 " If the Bible is the history of a progressive revelation, and if, for this 
reason, it yields its best results alike intellectually and religiously when it is 
studied with due reference to the relation of part to part, and to the unfolding of 
the great divine truth and revelation that runs through it, then we shall give our 
suffrages to the graded curriculum in preference to the system of uniformity." 
'^Burton and Mathews, Principles and Ideals for the Sunday School, p. /jo. 

e 



14 THE SUPERINTENDENT AND HIS WORK 

favor at present is that growing out of the fact that it has 
been financially remunerative. Surely all will concede that 
neither mere sentiment nor financial gain should be allowed 
to stand in the way of the Sunday-school becoming a greater 
power for religion and morals. 

(b) Grading requires specialists. This objection, frequently 
made, is not valid. The untrained teacher has at least as 
much chance of doing good work in a graded as in an un- 
graded school. The lesson material making a stronger a|)peal 
to the interests of the pupils is easier to handle. Moreover, 
the assignment of the teacher to a certain grade makes it 
possible for him to become a specialist by attaining mastery 
in that particular field.^ 

(c) It is too diMcult to effect a change. The difificulties 
are likely to be unduly magnified. A graded system may be 
introduced so gradually as to occasion little notice or diffi- 
culty. When the advantages of a graded school are fully 
realized, ways may be found to overcome what difficulties 
really exist. It is only necessary that the plan be clearly 
understood by those intimately concerned in necessary changes'' 
and that they be brought to realize the force of the reasons 
demanding the changes.^ 

4. Plan of the graded organization, 

(a) The natural divisions of human life. The great 
primary divisions of human life have always been recognized 
— childhood, the period of subjection, imitation, receptivity; 
youth, the period of awakening powers ; manhood, the period 
of developed powers. Psychology, and especially child-study, 
has made equally clear secondary natural periods, which, ex- 
pressed in terms of age, are from one to three, three to seven, 
seven to nine, nine to twelve or thirteen, thirteen to sixteen 

i**See how the primary teachers grow; they are head and shoulders 
above the rest in organization, in printed helps, in sheer pedagogic efficiency — 
why ? Because they have accepted a narrow location, an age limit of pupils, 
and maintained it through the years. They have done the same kind of work 
over and over again ; of course, they have grown efficient." — £. M. Fergusson. 

2 ** Failures have come only when the attempt has been made to force on 
the school some mechanical contrivance in a mechanical manner. Let the 
principle and plan be fully understood by all workers." — H. F. Cope. 



THE GRADED SUNDAY SCHOOL 



15 



or seventeen. The age division differs with the sexes, the 
male sex developing more slowly. Even within sex limits 
Grading is ^^^ periods vary with individuals, dependent upon 
Working in the rapidity or tardiness of the physical, mental, 
Harmony and Spiritual development. This fact makes the 
"With God ^g^ standard alone an unsatisfactory one. These 
natural divisions or periods of human life form the basis of 
the organization of the graded Sunday-school. 

(b) The divisions of the Sunday-school. On the foregoing 
basis the graded Sunday-school has the following divisions: 



Cradle RolL 



Age 



Public School Grade 



Beginner's Dept. 



Primary Dept. 



Junior Dept. 



Intermediate Dept.< 



Senior Dept. 



3 


.. 


4 




5 




6 


I 


7 


2 


8 


3 


9 


4 


10 


5 


II 


6 


12 


7 


13 


8 


14 


9 


15 


10 


16 


II 


17 


12 


18 




19 


.. 


20 




Over 20. 





Adult Dept , 

With Organized Adult Bible Classes. 

Teacher Training Department. 

Home Department. 

[Note : There is some difference of opinion with regard 
to the age division between the Intermediate and Senior De- 
partments, and between the Senior and Adult Departments. 



i6 THE SUPERINTENDENT AND HIS WORK 

The International Graded Lesson Courses are planned in 
accordance with the above scheme; for this reason, and be- 
cause this division is in accord with sound psychological 
principles, we recommend its adoption by all of our 
schools.] 

III. Administration of the Graded School 

In administration, again, to a certain extent, each school 
must work out its own problems. Often the inadequate 
facilities for school work afforded by the church building 
Principles to ^^^^es a modification or entire change of plans 
Be Regarded which under more favorable conditions would 
in Admin- be of the highest standard. Only general prin- 
istration ciples may be enunciated. These should be 

regarded in practice to the largest extent which local con- 
ditions allow. 

I. Each department of the school should have its own 
room. This arrangement promotes an ideal organization and 
administration of the graded curriculum and is greatly to 
Separate ^^ desired wherever it is possible, although in 

Rooms for most schools, as at present situated, it is of 
Department course impracticable. These departmental rooms 
and Classes ghould be SO planned as to allow the placing of 
the various grades in separate rooms. For example, the 
Primary room should be so planned as to be easily sub- 
divided into three smaller rooms, one for each grade. The 
subdivision of departments may well be into grades only, up 
to the Intermediate Department. That is, in the Beginners*, 
Primary, and Junior Departments, all the pupils of one 
grade may be in a single class. But in the Intermediate De- 
partment each grade should be sub-divided into small classes, 
thus placing a few pupils only under the care of a teacher 
and allowing an opportunity for that close personal associa- 
tion which is so essential during the crucial years of ado- 
lescence. The intermediate room should without fail be large 
enough to allow a separate class room to each class. 

It is quite impossible for any class to do its best work 



THE GRADED SUNDAY-SCHOOL 17 

without a room to itself. When this can not be, each class 
should be shut off by screens or other temporary partitions. 
In some cases heavy curtains may be used to advantage. 

2. The school should meet together for brief open- 
ing exercises. An assembly room, which in actual practice 
will most often be the church auditorium, should be used 
An Opening ^^ assemble the entire school, with the exception 
Service for of the Beginners' and Primary Department, at 
the Entire the Opening or closing of the school session. 
School There is not unanimity of opinion on this sub- 
ject, some advocating that each department hold its own 
opening and closing exercises. We hold to the former plan. 
This gives a sense of unity and binds the various depart- 
ments and organized classes to the school and to the Church 
in a manner highly desirable. These exercises should be very 
brief, much more so than they usually are at present — as a 
rule not more than fifteen minutes should be used in this 
way, in order that the all too brief teaching period may 
be lengthened as much as possible. The first essential of 
these exercises is promptness in beginning; the superin- 
tendent and chorister should be in their places exactly on 
time to open the school ; better five minutes early than one 
minute late. The primary purpose of these exercises is wor- 
ship, hence reverence must be cultivated. The manner of 
conducting the exercises, the hymns used, the words of the 
leader, — all should combine to induce the spirit of reverence 
and worship. 

3. In general, teachers should remain in charge of 
the same grade. The question as to whether the teacher 
should remain in one grade or advance from grade to 

grade with the class has been sharply debated 
Teachers -^^ literature and convention. In general, there 

Grades ^^^ ^^ ^^^^^^ question as to the advisability of 

the teacher remaining stationary. As stated 

above, it enables the teacher to become a specialist in some 

one particular field. Sunday-school teachers are busy people 

and can neither be required nor expected to thoroughly ac- 

2 • 



i8 THE SUPERINTENDENT AND HIS WORK 

quaint themselves with the entire field of Sunday-school in- 
struction and life. They may, however, reasonably be ex- 
pected in time to become adept in the field of some one 
department or grade. The objection is made that under the 
old system the class became attached to the teacher and thus 
by the bond of personal affection were held to the Sunday- 
school. But did it always work out so happily? As a recent 
writer puts it: "Suppose the teacher goes into heaven, into 
matrimony, or elsewhere. Where will the class go? They 
will go^be very sure of that.'' Whatever weight this argu- 
ment has is counterbalanced by the fact that passing from 
one teacher to another aids in giving to the pupils a distinct 
sense of advance and by so doing promotes interest and effort. 

An exception to this general rule may be made in the 
Intermediate and Senior Departments. Here a teacher who 
has shown himself capable of interesting and influencing the 
boys or girls should be allowed to continue with the same 
class through the three grades of the department. Confidence 
of the pupils in their teacher, personal friendship, and in- 
timate acquaintanceship of the teacher with the pupils are 
at this period indispensable. These can only exist as teacher 
and class may be together for more than one year. But this 
continuance of the same teacher with the class should not 
extend beyond the limits of the department. 

How important, in view of the light shed in recent years 
upon the period of adolescence, that the teacher who is to be 
entrusted with the moral and religious guidance of young 
people of this age have an intimate acquaintanceship with 
the most important literature on the subject — such an ac- 
quaintanceship as can only be attained by giving exclusive 
attention to this one department ! The age is by common 
consent difficult to deal with. How important, again, that a 
man who has come through experience to understand and 
sympathize with adolescent boys, and has attained power to 
lead and mold them, be allowed the opportunity to exercise 
continuously this much needed ministry ! 



THE GRADED SUNDAY-SCHOOL 19 

4. The best possible facilities and equipment should 
be provided. Altogether too little attention has been paid 
in the past to adequate facilities for the work of the Sunday- 
school. In plans of architects and committees, the require- 
ments of the Sunday-school have been ignored or given, at 
the best, slight consideration. Along with increased interest 
Adeauate ^^ ^^^ Sunday-school and improved methods must 
Building go better facilities and more complete equipment, 

and Equip- Sunday-school workers themselves have a right 
menttobe ^^ ^^ heard Upon this subject, and should insist 
on the Sunday-school being provided for in ac- 
cord with its importance to the Church and the kingdom. 
Some large Sunday-schools now have a building all their own, 
especially designed for Sunday-school work and elaborately 
equipped. This is as it should be. No longer should any 
Sunday-school be compelled to carry on its work in one room 
of a large church, and that a dark, damp, ill-furnished base- 
ment. 

Careful consideration should be paid to securing graded 
equipment, proper text-books in sufficient number, and teach- 
ers who have been prepared for their work. It would be 
unwise for any school to endeavor to introduce a graded 
curriculum without attention being paid to these essentials. 

Lesson Outline: 

I. Standard of Organization. 
II. The Graded School. 

1. What is a graded school? 

2. The necessity of grading. 

3. Objections to grading. 

4. Plan of graded organization. 

III. Administration of the Graded School. 

Topics for Special Study: 

1. Sunday-school architecture. 

2. Some successful graded schools. 



20 THE SUPERINTENDENT AND HIS WORK 

Topics for Class Discussion: 

1. To what extent can a standard of organization be 

fixed for all schools ? 

2. State the ideal standard. 

3. What officers are essential? 

4. What is the relation of the pastor to the Sunday 

school ? 

5. What principles must be given recognition in the 

fully graded school? 

6. What reasons make grading necessary to the best 

work? 

7. State and answer the common objections to grading. 

8. Name the divisions or departments of a graded 

school. 



CHAPTER I 
THE INSTITUTION 

I. Aim and Purpose of the Sunday School 

There is that in the Sunday-school of to-day as an in- 
stitution, in its work and possibiHties, which will fire the 
imagination, stir the heart, and stimulate the best in every 
worker if only the full vision of it can be seen. Let us glance 
at a few of the great definitions of the Sunday-school in its 
aim and purpose: "The Sunday-school is the world's greatest 
institution for popularizing the world's greatest 
Prominent Book." "The Sunday-school is the Bible teaching 
\ Aim service of the Church." "The Sunday-school is 

an organized and scientific effort for religious 
education." "The purpose of the Sunday-school is to teach 
religious truth, chiefly through the Bible, for the formation 
and development of religious character." (Clifton Confer- 
ence.) "What, then, is the end of Sunday-school work? 
Character training for service in the extension of the King- 
dom." (C. G. Trumbull.) "The function of the Sunday- 
school is to grow souls possessed by Christ's passion to win 
souls. It should be keyed to the purpose of giving the gospel 
to every creature." 

F. B. Meyer, recently president of the World's Sunday 
School Association, has said : "I received at the World's 
Sunday School Association at Rome a new vision. If the 
world is ever to be saved, it must be saved through its child- 
hood." Said Mr. Moody, "If we can save one generation of 
children the devil will be out of business." Mr. Gladstone 
said, "Talk about the questions of the time; there is but one 

21 « 



22 THE SUPERINTENDENT AND HIS WORK 

question— how to bring the truths of God's Word into vital 
contact with the minds and hearts of all classes of people." 
The Sunday-school is recognized as the only institution which 
is equipped for this great task by its organization, its per- 
sonnel, and its great objectives. The public school is not 
doing it. The home is but partially doing it. 

The Sunday-school is rising splendidly to its opportunity 
through the perfecting of its organization, the development 
of its literature, its including of all ages in its plans,, the 
The New training of its workers, its use of a sane evan- 
Sunday gelism, its outreach into the community and the 

School world. It is more and more commanding the 

Movement respect of educators. It is enlisting the fidelity, 
the intelligence, and the business genius of a million and a 
half of Sunday-school officers and teachers in North America 
alone in its voluntary service. It is rapidly increasing in 
numbers and efficiency. 

This will be the Sunday-school century. We are already 
in the swing of a Sunday-school movement which will lay 
a new moral foundation under the State, save the Church 
from decay, bring religion back to the home, add a new 
vitality to Christian missions, and train a temperance army 
that will drive the saloon from the land. 

II. Historical Statement 

I. Religious instruction previous to modern times. One 

of the earliest schools of religious instruction was formed in 
Abraham's household. Under Jehoshaphat the Le- 
In Old vites went throughout the land instructing the 

Times people in the law. In Nehemiah there is the ac- 

count of a great open-air Bible school with Ezra 
as superintendent. The order of service and list of assistants 
is given. Eighty years before Christ, Josephus tells us of 
what are practically Sabbath schools with Primary, Junior, 
and Senior Departments and graded instruction. 

In 1527 Martin Luther conducted Sunday-schools in Ger- 

6 



THE INSTITUTION 23 

many, and about 1550 St. Charles Boromeo was promoting 
Sunday-schools in Milan, 743 existing in Italy at the time of 
In his death. For over two hundred years Sunday 

Reformation children's services have been held in Germany 
Times under the name of Children's Divine Service. 

There is a popular idea that Robert Raikes started the first 
Sunday-school in 1780, but Mr. Trumbull, in his "Yale Lec- 
tures on the Sunday School," has pointed out that as early 
as 1560 a form of Sunday-school had been adopted by the 
General Assembly of the Church of Scotland. There are 
instances of Sunday school work between this date and Rob- 
ert Raikes' time at points in Scotland, Wales, England, Ire- 
land, and America. 

2. The Raikes' Movement. Robert Raikes was born in 
Gloucester in 1736, and died in 181 1. He started his first 
Sunday-school in "Sooty" Alley, Gloucester, "and thereby 
began the creation of a new race out of the social waste." 
My grandmother had frequently seen Raikes, a fine-looking 
Christian gentleman, and many times told me as a boy how 
he went about the streets of Gloucester talking with groups 
of children, smiling benevolently, and inviting them to his 
school, his hands lifting his coat meanwhile. With Mrs. 
Bradburn, to whom with three others he paid a shilling a 
day, he would lead his groups of poor boys through the 
sooty alleys, the street crowd shouting, "Bobby Wildgoose 
and his regiment." Owing to the character of the first pupils, 
Raikes was called the "Founder of Ragged Schools," and 
because of this name and the social distinctions involved, a 
prejudice has existed against the Sunday-school on the part 

of the better classes in the Church, especially in 
The Raikes* England, until comparatively recent times. These 

schools were not at first connected with the 
Church. Raikes' plan was to assemble the children from ten 
to twelve in the forenoon. They assembled again at one, 
"and after reading a lesson they were conducted to Church. 
After Church they were employed in repeating the Catechism 



24 THE SUPERINTENDENT AND HIS WORK 

till half past five, and then dismissed with the injunction to 
go home without making a noise; and by no means to play 
in the street." The movement grew unexpectedly to great 
popularity. Within a few years 250,000 were enrolled in the 
schools of Great Britain alone, and William Pitt, the premier 
of Great Britain, who was opposed to popular education, even 
threatened to suppress the Sunday-schools by a Parliamentary 
act, but was dissuaded by enthusiastic friends of the new 
movement. The Religious Tract Society of London, the Lon- 
don and Church Missionary Societies, and the British and 
Foreign Bible Society were inspired by the Raikes Sunday- 
school movement. John Wesley was quick to discover the 
value of the new movement, and in 1784 wrote: "Perhaps 
God may have a deeper end therein than men are aware. 
Who knows but what some of these schools may become the 
nurseries for Christians." 

The Sunday School Union of London, founded in 1803, is 
the oldest Sunday-school organization. Its helpful work has 
extended to all parts of the British Empire. 

3. The Sunday-school movement in America. While to 
Bishop Francis Asbury is given the credit of organizing the 
first Sunday-school in America, in the house of Thomas 
Grenshaw, Hanover County, Virginia, in 1786, there are in- 
stances of much earlier efforts, even as far back as 1632, when 
John Eliot, the preacher to the Indians, established in the 
First Church of Roxbury, Massachusetts, a "practice for train- 
ing up youth," using the Catechism and Bible. 

The American Sunday School Union, established in 1824, 
was a merger of unions at New York, Philadelphia, and 
Boston, which were organized somewhat earlier. One hun- 
dred and eleven thousand Sunday-schools have been estab- 
lished through the work of its missionaries, especially in the 
West and Far West, and its good work is still going on. 

The Sunday School Union of the Methodist Episcopal 
Church was organized in 1827, reporting at the first annual 
meeting 251 auxiliary societies, 1,025 schools, 10,290 teachers, 



THE INSTITUTION 25 

and 63,240 scholars. It passed through several stages of 
amalgamation with other unallied interests, finally emerging 
from the General Conference of 1908 as a sep- 
Sunday arate organization known as the Board of Sun- 

Union ^^^ Schools, with headquarters at Chicago. The 

Sunday-school membership reported at the Gen- 
eral Conference of 1908 was 3,346,505. 

The International Sunday School Association is the out- 
growth of interdenominational Sunday-school conventions, 
the first one of which was held in the city of New York in 
1832. These conventions were held irregularly until 1869, 
from which time they have been held triennially. The Inter- 
national Uniform Lessons v/ere adopted at the Indianapolis 
Convention, in 1872. The International Graded Lessons were 
adopted at the Louisville Convention, in 1908. The Inter- 
national Association promotes Sunday-school growth, im- 
proved methods and spirit through annual conventions, its 
secretarial force, its literature, and through its auxiliary asso- 
ciations in the States, Provinces, and counties of North 
America, including adjacent islands. One hundred and fifty 
thousand schools, 1,500,000 officers and teachers, and over 
13,000,000 Sunday-school scholars are included in the Sunday- 
school enrollment of North America. 

The World's Sunday School Association is a development 
of the various World's Conventions, beginning with the one 
held in London in 1889, the succeeding conventions being 
held at St. Louis, London, Jerusalem, Rome, and Washington. 
At the Rome Convention, with over 1,100 delegates present, 
the World's Sunday School Association was organized to 
promote Sunday-school organization, conventions, and litera- 
ture, gather statistics, and to co-operate with other associa- 
tions in advancing Sunday-school standards throughout the 
whole world. Its specific purpose is to give a Sunday-school 
vision to the workers in foreign fields and to give a mis- 
sionary vision to the schools in the home field. 

The business of the Board of Sundasy Schools is "to estab- 



26 THE SUPERINTENDENT AND HIS WORK 

lish new Sunday-schools ; to aid needy and worthy Sunday- 
schools at home and in the foreign mission fields of the 
Church; to educate the Church in all phases of 
The Board Simday-school work ; to raise ideals and to im- 
Schools prove methods; to superintend Sunday-school in- 

struction; to give impulse and direction to the 
study of the Bible." It holds institutes and conventions, 
promotes Teacher Training through class organization and by 
means of Correspondence Study Courses ; is planting Sunday- 
schools by the hundreds in new fields ; issues vital literature 
on all phases of Sunday-school work; helps maintain thou- 
sands of schools in the home field; and gives liberally to 
support Sunday-school workers and provide suitable requi- 
sites and literature in the foreign field. Its sphere of wude 
usefulness is limited only by its income. This income is 
derived through the annual collection of the Church for the 
Board of Sunday Schools and through the annual offering of 
the Sunday-schools in accordance with the following require- 
ments of the Discipline: "It shall be the duty of the Super- 
intendent, together with the local Sunday School Board, to 
take a collection in the school at least once a year for the 
Board of Sunday Schools." The Board of Sunday Schools 
has fixed upon Rally Day as the time for this offering from 
the Sunday-schools and prepares an inspirational program 
for use on that day. A liberal offering on that day in every 
Methodist school will add thousands of scholars annually to 
the Sunday-school enrollment of the Methodist Episcopal 
Church in the home and foreign field, develop the efficiency 
of our schools, and train through them a Church constituency 
for the future. 

III. The Relation of the Sunday School to the 
Church 

The Sunday-school is the Church of to-morrow. Church 
statesmanship and the wisest strategy will conserve the mighty 
possibilities of the Sunday-school. ''Whatever you would 

6 



THE INSTITUTION 27 

have appear in the life of the Church must first be put into 
the Sunday-school." The Sunday-school is not the nursery 
of the Church. In the modern form as the Bible studying 
service of the entire Church, it is entitled to and is receiving 
all ages into its membership. It is regrettable that the Sunday- 
school was first started as an institution apart from the 
Church, for this fact for some years divested the 

A Church Churcli of a direct responsibility for it, and there 
School for ^ , , , . . . . . - 

All Ages ^^^ ^^^ ^ ^^^ belated mniisters even m this day 

who persist in keeping the Church and Sunday- 
school apart and are rarely found at the Sunday-school serv- 
ice. Or, in many cases even where the school has been 
recognized, it is still regarded as a children's affair. The 
new Organized Adult Class movement and the new interpre- 
tation of the Sunday-school's value and mission have awakened 
a remarkable interest in the Sunday-school on the part of 
the Church. And with good reason. What are the facts? 
From 1845 to 1909, 4,712,225 conversions have been reported 
in our Methodist Episcopal schools. In the last forty years 
it has raised $12,500,000 for missions. Its dividends include 
ninety-five per cent of the preachers, eighty-five per cent of 
the Church converts, ninety-five per cent of the Church work- 
ers, and seventy-five per cent of the Churches organized. 
And this in the face of the fact that pastors and parents are 
not giving over ten per cent of their time to the Sunday- 
school and that the theological seminaries have until recently 
put but trifling emphasis upon Sunday-school training of pas- 
tors. In other words, about ninety per cent of return has 
come from ten per cent of investment. 

The Sunday-school of all religious agencies includes the 
largest number of people at a time of life easiest to reach 
and when their lives, if consecrated, will tell the most and 
longest for God and the race. It has the largest number of 
trained workers. President Mullen has said, **The whole 
trend of my observation, study, and experience has shown 
me that in most cases the Sunday-school is the most funda- 



28 THE SUPERINTENDENT AND HIS WORK 

mental thing in Church work." The startHng fact is that the 
additions to the Church membership aside from the Sunday- 
school and the direct influence of the Sunday-school upon the 
homes, probably do not exceed ten per cent of the total. And 
this in spite of expensive and strenuous revival efforts. 
If the Church was wise and invested its energy and money 
in holding in the Sunday-school and bringing to Christ its 
young people from twelve to twenty, its problems would be 
largely solved. For God speaks most certainly to the life 
during these strategic years and they can be then molded 
easily as workers. It is a Church folly akin to crime to 
permit these young people to slip from under the direct in- 
fluence and training of the Church by failing to use the 
Sunday-school opportunity of holding and reaching them. 

What should be the relation of the Church to the Sunday- 
school? It should regard the Sunday-school as an essential 
,^ part of itself and provide generously for its equip- 

the Church ment and support. It should supervise its organi- 
Should Do zation and character of work. In church con- 
fer the Sun- gtruction first thought should be given to the 
day School pj-Qp^j. housing of the Sunday-school, with pro- 
vision for departmental division and instruction. 

Theological seminaries should plan for candidates for the 
ministry an adequate course in Religious Pedagogy and Bible 
School Management. 

The pastor and the Church officials should be found in 
the Sunday-school as workers or members. 

Provision should be made by the Church for the week- 
day life of the young people to link their interest and pre- 
empt their whole life for Christ and the Church. "Every 
member of the Church a member of some Department of the 
Sunday-school" should be the objective of the Church. The 
Church may well provide for a paid superintendency where 
the conditions favor the investment of the Superintendent's 
entire time. It should give an adequate opportunity to every 
scholar to enter the Christian life. The Church should pro- 



THE INSTITUTION 29 

vide for the spiritual culture of the young in Christian life 
and service. It should plan for proper missionary and tem- 
perance training for its young people. It should educate its 
young people to right methods and right spirit in giving. 
It is not fair to the Sunday-school to tack its session of 
one hour or less to the end of the Church session and ex- 
pect it to make its needed religious and educational impress 
upon its members. Time is needed for this important work, 
and the day may not be far distant when the Church will 
surrender one of its preaching services, making it the Bible 
teaching service of the entire Church. This would magnify 
the Sunday-school work, give the pastor opportunity for defi- 
nite service in the Sunday-school, and not oblige the faithful 
Sunday-school worker to attend three services on a Sabbath. 
It would solve the question, too, of adequate time, and while 
we may not be ready in a voluntary work for a three-hour 
Sunday-school session, as contended for by a recent con- 
tributor to the Educational Review, yet a longer session than 
the present average is obligatory for best work. Many schools 
are placing their sessions on Sunday afternoon as a solution 
of the time problem and to provide against the temptation to 
waste the afternoon of the Sabbath in doubtful ways. It is 
altogether probable that the fully developed Sunday-school 
of the future will be an all-inclusive institution, the center of 
the Church's Bible study and of all its social and other 
activities. 

IV. The Sunday School and the Community 

The Sunday-school is the only institution which is supply- 
ing systematic religious education both to the young and old. 
The One ^^^ ^^^^ ^^» therefore, to reach the entire com- 

Institution munity with its invitation and message. This it 
for Religious should do through advertisement, systematic visi- 
Education tation, circularizing, and personal invitation, by 
meetings of parents, by providing for the social life of the 
community and organizing for benevolent work. "The Bible 

6 



30 THE SUPERINTENDENT AND HIS WORK 

by the hands of the living teacher to every man, woman, and 
child in the State," is the motto of one State organization. 
This purpose crystallizes what should be the plan in every 
community. The Sunday-school saves the community by pro- 
moting right moral standards, by saving the young from be- 
coming criminals, and by supplying the highest motives for 
wholesome community interest. Practical methods of com- 
munity work will follow in another chapter. 

V. The Sunday School and the Home 

The failure, in large part, of the home to religiously train 
the young is responsible for the evolution of the Sunday- 
school. The Sunday-school should not be a substitute for 
the home in matters of religious instruction, but supple- 
mentary to it, as in the training of Jewish children. Gradu- 
ally through the Home Department and the attendance of 
adults upon the Sunday-school and Church a new religious 
Supplements vitality will come into the home life, and the 
the Word of God be restored to its rightful place as 

Inadequate the center of home worship and life. The Sunday- 
instruc'cion of g^hool will Still have its place ai the social cen- 
ter for the young and as a place for the broader 
study of the Book in its relation to Christian training for 
service, the home and school acting and reacting upon each 
other in the promotion of the rounded character. This is the 
ideal. The home must be educated to its rightful task, and 
through the child we have an "open sesame" in the accom- 
plishment of this work. ^ 

VI. The Sunday School and the Public School 

"Education is not the training of an intelligence, but the 
development and inspiration of a soul." Addison has said, 
"What sculpture is to a block of marble, such is education 
to the human soul." J. P. Monroe says, "The question to 
be asked at the end of an educational step is not, 'What has 
the child learned ?' but 'What has the child become ?* " Dr. 

G 



THE INSTITUTION 31 

Nicholas Murray Butler, of Columbia University, has said, 
"Education is a gradual adjustment to the spiritual posses- 
sions of the race," and in the further discussion he states 
that the religious inheritance is one of the five to which every 
child is entitled. 

Theoretically the public school aims to produce a rounded 
life equipped for service to the community and the State. 
But by the elimination of the Bible from the sessions of the 
public school, the dynamic in character-making is gone and 
the completion of the educational process is thrown back upon 
the character of the teacher. And where there is no religious 
test applied in the selection of teachers, the results to the 
The Neglect scholar are necessarily unsatisfactory in the pro- 
of Religious duction of character. *'The teacher's life is the 
Instruction life of his teaching." America is committed, ap- 
in Public parently irrevocably, for weal or woe, to exclu- 

sively secular education in the public schools. 
Professor Brumbaugh says, "Any country that fails to give the 
training religiously that it does mentally is on the way to ruin." 
Ours is the only country that does not give in the public school 
some definite religious instruction. As religious instruction 
is essential to the life of any nation, we are forced to the 
use of the Sunday-school as the recognized channel of re- 
ligious instruction, or to denominational week-day schools, 
which are not likely to obtain favor in competition with the 
public school system. 

In view of the fact, therefore, that the Sunday-school 
is the complement of the public school in the needed education 
of the child, the relation between the two should be sympa- 
thetic and co-operative. Each has something to learn of the 
other. In increasing numbers Christian public school teachers 
and leaders are in the Sunday-school assisting in the develop- 
ment of its curriculum and in its work. The promotion and 
graduation of pupils is a feature that the Sunday-school may 
well copy with good results. 

In a fair comparison of the work of the public school and 



32 THE SUPERINTENDENT AND HIS WORK 

Sunday-school, taking into account the weight of public au- 
thority behind the public school, and its paid teaching force, 
the tests of work in ea^h show that the Sunday-school is 
doing equally efficient work. Many instances could be adduced 
in support of this statement. 

VII. The Sunday School and the National Life 

De Tocqueville, the distinguished French statesman, said: 
"I sought in vain the secret of America's greatness iin^ '1 I 
went into her Sunday-schools and Churches. Then under- 
stood I why France is a slave and America is free." "I chal- 
lenge the gentlemen present to name any institution that 
means so much for the safety and prosperity of our country 
as does the Sunday-school.'^ (Hon. John W. Foster.) "The 
Sunday-school is one of the greatest institutions of to-day. 
As a school of religious instruction it is inestimable, as a 
civil institution it is priceless." (Daniel Webster.) ''Our 
The Service ^^^7 ^^^ ^^^ ^^^^ ^^^^ country, our army can 
of the Sunday not save this country, our public schools can not 
School to save this country, but Sunday-schools can do 

the State -^^ sown thick as schoolhouses throughout the 

land." (General Rutherford.) "Education in things spiritual 
and moral is most necessary to the making of the highest 
type of citizenship." (Theodore Roosevelt.) "We shall main- 
tain our liberties only by the religious education of our 
youth." (George Washington.) "America has been prac- 
tically saved to Protestant Christianity by the Sunday-school." 
(Trumbull.) To the influences generated by the Sunday- 
school we are indebted for many of our strong national 
leaders, men whose names are household words. The rising 
tide of temperance sentiment in our land had its origin in 
the seed planted in the thousands of Sunday-schools of our 
land. The children and grandchildren of immigrants obtain 
new ideals of personal and home life through their absorp- 
tion of Sunday-school teaching. The Sunday-school is the 
strongest bulwark of our American Sabbath. The Sunday- 



THE INSTITUTION 33 

school develops a high patriotism; thousands of the brave 
soldiers of our wars were recruited from the Sunday-school 
ranks. 

Chief Justice Brewer said: "This American Nation from 
its first settlement at Jamestown to the present hour is based 
upon and permeated by the principles of the Bible. The one 
who is engaged in bringing this Bible to the people is a 
patriot. If it were possible for any organization or number 
of '[organizations so to take this Bible and send it through 
the ^and that its teachings and precepts could be brought 
hom^ to the people, the results would be grander than all the 
victories won in all the wars since the beginning of time." 
The Sunday-school lays a moral and religious foundation 
under the home, and the home is the unit of a perfect national 
civilization. 

VIII. The Sunday School in Its Relation to Mis- 
sions 

*Tt is the whole business of the whole Church to bring 
the gospel to the whole world as soon as possible." Mr. 
Charles G. Trumbull's fine phrase focuses the great purpose 
of the Sunday-school: "Character training for service in the 
extension of the Kingdom." 

It is significant of God's purpose that at the very time 
when the missionary sentiment in the Sunday-schools of 
America is rising with great rapidity, parents in the Far East 
are bringing their children in multitudes to Sunday-schools 
and Christian day schools for Christian training. The mis- 
sionary educational work in the Sunday-school will result in 
larger and more intelligent giving and in the consecration of 
its young people in increasing numbers to missionary service 
at home and abroad. 

The great World's Convention at Jerusalem a few ye^rs 

ago not oijly gave to the people of the East a new conception 

of Christian unity, but it gave the Orient a new estimate of 

the value of childhood. They say that the child Christ was 

3 « 



34 THE SUPERINTENDENT AND HIS WORK 

born in Bethlehem that all other children might be born into 
tjheir true spiritual heritage. The responsibility for spreading 
the knowledge of this rests largely with the Sunday-schools 
of America and England. The world's children for the world's 
Christ is the cry that will be caught up increasingly by the 
schools of America in the strategic years just ahead of us. 

Lesson Outline: 

I. Aim and Purpose of the Sunday School. 
11. Historical Statement. 

1. Religious Instruction Previous to Modern Times. 

2. The Raikes' Movement. 

3. The Sunday School Movement in America. 

III. The Relation of the Sunday School to the 

Church. 

IV. The Sunday School and the Community. 
V. The Sunday School and the Home. 

VI. The Sunday School and the Public School. 
VII. The Sunday School and the National Life. 
VIII. The Sunday School and Missions. 

Bibliography: 

Trumbull, "Yale Lectures on the Sunday School." 
Brown, "Sunday School Movements in America." 

Topics for Special Study: 

1. Advisability of the substitution of the Sunday-school 

service for one of the preaching services. 

2. The Sunday-school as an all-inclusive institution for 

Christian training and activity. 

Topics for Class Discussion: 

1. What is the aim and purpose of the Sunday-school? 

2. Name the principal historical steps leading up to the 

Raikes' movement. 



THE INSTITUTION 35 

3. When was the Raikes' school founded? Give a few 

facts concerning that movement. 

4. What is the origin and work of the International 

Sunday School Association? 

5. At what General Conference did the Board of Sun- 

day Schools originate and what is its busines? 

6. What has the Sunday-school done for the Church? 

7. What should the Church do for the Sunday-school? 

8. How can the Sunday-school help the community? 

9. What part has the home and what the Sunday-school 

in religious education? 

10. How can the Sunday-school contribute to the 

national life? 

11. How can the Sunday-school and public school co- 

operate in attaining the real end of education? 

12. What is the opportunity and duty of the Sunday- 

school in relation to the world's salvation? 



' CHAPTER II 
THE SUPERINTENDENT 

I. On the Threshold of His Task 

He has been elected Superintendent; it may be, thrust 
into office to fill a gap, over-persuaded by the pastor or the 
Nominating Committee, without training or special prepara- 
tion. If this is his position, it is the experience of thousands 
of his brethren. It may be that this push is the divine call 
to him. 

He has probably been selected because he has done things ; 
because of some grace of mind, or heart, or soul; something 
of executive strength, or professional or business or Church 
success, that marks him out from his fellows. Or it may 
be that he has sought the task at some time of special need. 

Surely the Superintendent must needs feel that he is di- 
vinely called to his work, as truly as prophet or pastor. From 
whatever source that call comes, he must know an inner re- 
sponse that recognizes the Shepherd's voice and 
moves out after the lambs and sheep of the fold 
and "those not of His fold." 

His sense of a divine call will make him a man of prayer. 
He must pray for guidance and wisdom on the threshold 
of a task where, by his personality, example, word, and work, 
he may become so large a molding force in the lives of young 
people when life is in the making. And the power of his 
life will consist in the clearness and vitality of the prayer 
atmosphere. 

He will measure himself and his task. Perhaps he has 

36 6 



THE SUPERINTENDENT 37 

overestimated himself because he has not rightly compre- 
hended his task. He may have taken the false measurement 
of the anxious nominators that "it would only take an hour 

on Sunday." Lut when he gets squarely in the 

saddle and surveys the field, the throbbing life, 
its far reach, the necessity of organizing and directing the 
school and community, Sunday and week-day, for a pure home 
life, high citizenship, and for a part in the world conquest 
through the mighty weapon of the Word, he will either re- 
linquish his task, or will steadily grow to his vision, discov- 
ering capacities, overcoming d'fficulties, determining to make 
his work the best as to quality, and the largest possible as to 
quantity. His work involves the devising and carrying for- 
ward of satisfactory plans as to education in Bible knowledge, 
the training of teachers, the attachment of the scholar and 
the home to Christ and the Church, the spiritual nurture of 
growing spiritual lives, provision for the week-day life of the 
scholar, and the ingathering of those without. This perspec- 
tive of his work will give direction and point to his efforts. 
It will drive him to prayer. It will ally him with Christ. 

The Superintendent who has caught a vision of his task 
has a great chance to make his personality and plans count 
for large things. There is no other possible investment of 
his life where the results are so impressive, and where the 
present and future satisfaction is so great. "Where any- 
thing is growing, one former is worth a thousand reform- 
ers.'* He who stands at the threshold of young life to put 
upon it the touch that will mold for all the years stands in a 
place of power. But he who would make this investment 

must first have the personality. For this he 
Personality ^^^^ Strive and labor and pray. Whatever his 

native gifts he may at least have a God-filled per- 
sonality. This after all is the primary essential. Peculiarly 
is this true of the Sunday-school, in which success depends 
so largely upon spirit communicated from Superintendent to 
teacher, scholar, home and community. 



38 THE SUPERINTENDENT AND HIS WORK 

II. His Training 

With the increasing importance of the Sunday-school to 
the Church and community there is a growing demand, espe- 
cially from the larger Churches in the cities, for paid Superin- 
tendents and Directors of Religious Education who can give 
their entire time to the organization and direction of the 
school in its Sunday and week-day activities. And where a 

Church can afford it there is no good objection 
p-^rintendent ^^ ^^^^ course, for a live Superintendent can 

make his worth felt in building up Church mem- 
bership and finances, and in increasing the impact of the 
Church upon the homes of the community. Besides some 
theological seminaries which are giving courses for the spe- 
cific preparation of such workers, there are schools in Chi- 
cago, Hartford, and New York that give to laymen the op- 
portunity for a practical training for the work of the Super- 
intendency. We are asking for trained teachers. Why not 
trained Superintendents? We require that engineers w^ho 
drive the cargoes of human freight shall be trained and li- 
censed. Why not those who so largely direct eternal des- 
tinies ? 

The work is increasingly intricate, and more and more Su- 
perintendents who are experts will be demanded. True, it is 
not possible for many of the 150,000 Superintendents who 

preside over the Sunday-schools of our country 
The Super- ^^ ^^-^^ special courses away from home, owing 
Expert ^^ ^^^ limitations of family and business. But 

every man can build up a little library of best 
books about him that will broaden his horizon. He can take 
the Correspondence Course of the Board of Sunday Schools. 
Besides, he can subscribe to a few Superintendent's helps, he 
can attend an occasional convention to get inspiration and 
ideas, he can visit other schools to get new plans, he can grow 
bigger with every year. 

When twenty-five years ago the writer was thrust out 



THE SUPERINTENDENT 39 

from the teaching of a class in a city Sunday-school where 
there were no special ideals of Sunday-school work, to or- 
ganize a Mission in a new district and to take its Superin- 
tendency, there were two books which started him thinking 
and planning. They were the "Modern Sunday School," by 
Bishop Vincent, and the "Model Sunday School Superintend- 
ent," the life story of Henry P. Havens. These and the 
Sunday School Times gave the start and practical training 
for the task. Every Superintendent must at least know his 
workshop, and something of the history, purpose, oppor- 
tunity, and destiny of the Sunday-school. 

III. His Relation to the Church 

Under the Discipline of our Church the Superintendent is 
nominated annually by the local Sunday School Board and 
confirmed by the Quarterly Conference at its first session 
after the nomination. The Pastor is ex-oiHcio chairman of 
the local Sunday School Board. He may prefer that the 
Superintendent preside. In either case there should be the 
fullest consultation between them as to matters to be proposed 
before the board for consultation or action. 

The Quarterly Conference Committee on the Sunday 
School, if it is not sleeping in the Conference Committee 
cemetery, can be of practical helpfulness to the Superintend- 
ent in linking the Sunday-school and Church, and encourag- 
ing him in his work by their presence and suggestions. 

As the representative of the Church the Superintendent 
is entitled to the co-operation and presence in the school of 
The Church ^^^ Official Board. They have placed him in 
Should office through their confirmatory vote, and will 

Co-operate bind the Church and school in a vital way 
with Him through their attendance. 

The Church should dignify the office by publicly install- 
ing the Superintendent. Such a service will give him wings 
for his work. 

The Superintendent's report to the Quarterly Conference 



40 THE SUPERINTENDENT AND HIS WORK 

is an opportunity to relate the school vitally to the Church. 
He should be free to nominate, in consultation with the pas- 
tor, his Department Superintendents, Committees, and teach- 
ers, subject to confirmation by the Sunday School Board. If 
he is chargeable with responsibility for results, he must be 
given a large voice in the selection of those upon whom he 
must rely in the production of those results. The Superin- 
tendent's relation to the pastor, scholar, teacher, home, and 
community is to be dealt with more fully in subsequent 
chapters. 

IV. His Equipment 

The Superintendent should be supremely a man of heart, 
a lover of children, a friend of everybody. He is a helper 
and guide and servant of all, not a boss. "I am among you 
as he that serveth." He prays daily for himself, his own 
home, the teachers, scholars, community, and world, and as 
individually as possible. I knew a Presiding Elder some 
years ago who prayed daily by name for every preacher on 
his District. He was a man of power. It is assumed that 
he is a Christian, not necessarily a perfect Chris- 
Personal ^j^j^^ Yqw of us would care to lay claim to this. 

Character -^^^ ^^ ^^ ^ ^^^ ^^^^ ^^^^ ^^^ Christ and his 
fellows, who will grow bigger and better as he 
gets his shoulder under the load, and puts his heart into his 
work. His home life interprets the Superintendent's school 
success. He should love his Bible. While it would be of 
great value if he were a Bible student, he may be highly suc- 
cessful through securing a better trained man to lead the 
Bible study, and devote his own energies to the development 
of the organization and the spirit of the institution. 

He remembers that his Master was misunderstood, and 
that the world did not grow up to His ideals until after He 
had gone. And this gives him patience. He is a man of 
principle, not of expediency, and keeps his school running 
on this ideal. He is a Sunday-school optimist and enthusi- 



THE SUPERINTENDENT 41 

ast and so things go, glow, and grow. "Enthusiasm is hope 
in action." He is not necessarily a good talker or a man of 
large teaching ability, but has some executive ability and com- 
mon sense, is cheery and courteous, reverent. 
Qualities tactful, prompt, persevering, and secures the 

co-operation of others. He is a man of system, 
of neatness in his work and in his personal appearance, and 
his school unconsciously takes its cue from him. 

He seeks to be what he desires his scholars and teachers 
to be. ''What we are daily sowing in self-discipline we shall 
reap in the failure or success of our work. What is in us 
will out, in spite of tricks and masks. Genuine souls tell, and 
no hypocrisy can mock or circumvent them. If we mean to 
train disciples of a Christian virtue we must march the whole 
road ourselves. If we would mold living sculpture, we must 
first fashion our implements out of purity and simplicity, love 
and trust. We are watched, we are studied, we are searched 
through and through by those we undertake to lead." 
(Bishop Huntington.) Maltbie Babcock, when invited to 
the theater, said : ''I must be antiseptic. The doctor must 
care more for the patient than for pleasure." 

If not a born Superintendent, he can be "born again," if 
he will insist on it, and will put faith in himself, in others, 
and in his task. "If you insist on being a worm, be a glow 
worm and let your light shine." He is a believer in the 
"Go ye" of Christ, and therefore loves Missions. He is an 
attendant at the Church prayer meeting, and en- 
Activity courages his teachers and scholars to go. If he 
can teach well enough to conduct his Teachers' 
Meeting, it will bring him close to his teachers and their 
problems and work. He loves souls and hard work. Noth- 
ing can possibly take the place of these. Although a man 
of vision, his feet are on the earth. He sticks to his job 
in all weather. "Nowhere in the Bible are found the words 
'Be successful.' The Book only bids us 'Be faithful.' " (Law- 
rance.) He is constructed on the short meter plan in prayer, 

6 



42 THE SUPERINTENDENT AND HIS WORK 

notices, and review. He is snappy in the best sense, quick in 
emergencies, firm but kind. If a new Superintendent, he will 
have patience the first year, as others will need to have pa- 
tience with him. Beyond the first matrimonial year of ad- 
justment lie the years of confidence, better understanding, 
and growth. He is a believer in his denomination, and loyal 
to it; but gets a high enough vision to reduce fences to lines 
on the map. 

In a recent address Dr. Joseph Clark has put some, of the 
Superintendent's qualities pithily as follows : "Wanted : A 
high type, manly Christian man, one whom children love, girls 
admire, boys worship, women honor, young men revere, and 
men respect. A man of religion without cant, of piety without 
softness, of righteousness without hypocrisy. A man of pure 

thought, clean life, and unstained hands. A broad 
The Model j^^j^ ^j^j^ Kingdom vision, who keeps step with 
intendent world-wide religious activities. A man to whom 

his high calling is an 'avocation,' not a task. 
Who creates an epidemic of sociability and good cheer where- 
ever he goes. A man who is on the still hunt 365 days of 
each year for the best things for his school. One who is ever 
quietly busy at soul saving and soul culturing. A man who 
would rather superintend a Sunday-school than do anything 
else on earth. A man who prays to be retained in ofhce while 
efficient, and to be retired when no longer at his best. A 
man who will not make his retirement from the Superintend- 
ency the springboard for a leap into the oblivion of religious 
inactivity. A man who after retirement takes his place in 
some subordinate position in the vineyard, and sweetly exerts 
an influence of helpfulness toward his successor. A man for 
Sunday-school Superintendent — not an angel, but a man of 
whom his fellows will say, *Rabbi, thou art a leader sent from 
God/" 



THE SUPERINTENDENT 43 

V. The Things He Avoids 

Our Superintendent does not despair when some pet plan 
is vetoed, but waits for folks to grow up to the plan if a 
good one, and starts a system of personal education of others 
to its approval. Does not take responsibility if in doubt as to 
the wisdom of a course, but shares by consultation with other 
officers, or with the Teachers' Board. While he chases his 
ideal, he does not in doing so lose touch with his constituency. 
Does not lose his temper on the platform, because 

^3d.ti£r6r 

Points ^^ knows he will lose his influence with it. Scold- 

ing and scalding are near relatives. Does not 
think he knows it all, unless he has just started in the Super- 
intendency. He will be harvesting Sunday-school informa- 
tion all his life. Does not work by the clock, but by the beat 
of his heart. Never does anything himself that he can get 
another to do nearly as well. Does not give the notices out 
twice in exactly the same way, but cultivates variety and 
surprise. Does not kill off the attendance of the older boys 
and girls by addressing the school as "Dear children." Does 
not surrender to a chance visitor the precious closing mo- 
ments of the school. Eschews tobacco, liquor, and the the- 
ater. Does not ride hobbies, whether music, teacher training, 
or special days, but seeks to develop the school symmet- 
rically. Having signed his enlistment papers he does not re- 
sign whenever his corns are stepped upon. Said a prominent 
Sunday-school worker, "I have no feelings in Sunday-school 
work; I have a rhinoceros hide." Does not expect ever to 
be satisfied with attainment. If you have ideals your horizon 
will keep lifting. Does not keep in a rut until it becomes a 
grave. Does not scold others for going to sleep under his 
leadership, but wakes himself up first. Does not get mad at 
honest criticism, but grows under it. Learns something even 
from kickers. Does not usually teach a class. Can do more 
through observation and co-operation than through lesson 
teaching. Does not do it all, if a good builder; but having 
committed the work to others lets them finish the job, and 



44 THE SUPERINTENDENT AND HIS WORK 

makes the most of their work. Does not allow teachers to 
be interrupted by anybody when launched upon the lesson. 

VI. The Superintendent in Action 

Our Superintendent has a note book in which he regis- 
ters new plans and suggestions; suggestions for special days; 
keeps a record of school attendance, teachers* names and 
addresses, and a list of prospective workers. While the les- 
son is being taught uses his feet and eyes, notes weak .points, 
and makes liberal notes for later use. Refers cases of sick 
and straying to proper committee. Advertises regularly 
school news, special days, and coming events, through the 
school paper, the local press, and special printed matter. Has 
Practical ^ night memorandum pad and pencil for some 
Suggestions plan or thought that may come in wakeful hours, 
for Successful He gets another to absorb and propose his plan 
^^°^^ in the Sunday School Board rather than spring 

it himself. Knows that t"he best reducer of the ice difficulty 
is a sunshiny smile. Knows the magnetic power of a hand- 
shake. Keeps everlastingly at it in summer and winter. 
Adopts some plans — adapts others. Views things from the 
standpoint of teachers and scholars. Gives his Assistant 
Superintendents a chance at the platform for the sake of vari- 
ety and their training. Is open and keeps open for suggestion 
and criticism. He takes time to prepare. Comes from his 
knees to the school. Frequently meets his teachers in prayer 
before or after the school. Makes use on occasions of spe- 
cial teachers' and scholars' prayer gatherings. Begins on 
time, if he has to talk and sing to himself. He makes of his 
Sunday-school work not an incident, but a business. Knows 
if it is worth doing at all, it is tremendously worth doing. 
He knows why his scholars leave the school. He anticipates 
trouble in the sense of preventing it. Keeps in view that he is 
training citizens for this world, as well as for the world to' 
come. Will give his scholars a world vision of the reach and 
opportunities of the Sunday-school. He is on the lookout for 



THE SUPERINTENDENT 45 

scholars who may be developed as workers for the local work 
and the broader field. Watches newcomers in the Church 
for new teachers and new Sunday-school members. He 
builds up a substitute list. 

While chary of making promises, he sees that every prom- 
ise when made is faithfully kept. He makes the Christian 
life appear wholesome to present-day boys and girls, as the 
supreme thing in character making and life success, and not 
a soft, effeminate something that wilts manhood and woman- 
hood, and shys off every full-blooded boy and girl. He avoids 
*'holy tones." He expects order and results. He creates at- 
mosphere. Has his program completed to the last dot before 
leaving home. This preparation gives him confidence and 
power. Keeps in view that the great objective is to form 
character, and not to entertain, and makes lessons, songs, 
talk, and prayers all bear on that objective. His best work 
is ever ahead. Thorvaldsen, who sculptured the ''Lion of 
Lucerne," when asked what was his greatest work, replied, 
"My next." When we lean on our past we cease to grow. 
He keeps his individuality in the work, but an individuality 
trimmed of unpleasant angles, markedly courteous, and 
molded and fused on the divine plan of kindliness and love. 
He plans for the training of his workers through Correspond- 
ence Study Courses and other training courses. He knows 
that he touches his scholars best through the trained teacher. 
Keeps the bones of the work out of sight. In putting others 
at work, he saves himself for points of special need. 

Sends a personal birthday greeting to his teachers and 
officers. They are his class. He should keep close to them. 
He makes sure that the new scholar is welcomed and the 
home visited. He sees that his scholars are remembered 
through a birthday message. 

He knows that the devil is often in league with the sexton 
in matters of ventilation. Knows that *'Do" is a bigger, better 
word than "Do n*t," and "Come" than "Go." Uses the lever 
of commendation to build up. Gets into some Superintend- 



46 THE SUPERINTENDENT AND HIS WORK 

ents' Union if possible, and exchanges plans. Knows that 
his Sunday-school must stand foursquare on its spiritual, so- 
cial, mental, and physical pillars, and plans for all these lines 
for his young people. Has a "suggestion box" for good Sun- 
day-school ideas from scholars and teachers, and gives credit 
for them. Lets people know that he is always accessible. 
Gives every scholar a square chance to acknowledge and 
follow Christ. Is forever at school himself, learning from 
Christ, from others, and from his own mistakes. Puts his 
best energies into the building up of the weak points of the 
school. He knows that the strong points will take care of 
themselves. Helps his teachers to a larger vision, and bright- 
ens his teachers* meetings by having one of the "Timothy 
Standby" letters read at each gathering. Secures co-opera- 
tion of parents, and plans for their visitation and ingathering. 
Spends an hour or more weekly with his records, and learns 
much from them. Plans conferences with teachers, officers, 
and committees, and keeps them inspired through good litera- 
ture. Gets his work on his heart and mind seven days a week 
and overtime on Sundays. Individualizes the scholars as 
much as possible in work and recognition. Knows that home- 
made appliances are often better than store goods, and that 
a blackboard even if used but poorly, carries further than his 
speech. Dreams of a complete school, and little by little 
makes his vision real; such dreams as holding the boys and 
young men, supplemental drills, best teaching methods, a 
saved school inspired by service. Knows that there are no 
difficulties that are insuperable. "Only Providence can stand 
in the way of a determined man." Plans his work and works 
his plans. We do not happen on success. Above all, puts 
love into his work, and gets back what he gives. 

VII. His Compensations 

He will have the reverence and lasting respect of scores 
and hundreds of those into whose lives he has entered as a 
molding force, never to be forgotten. He has the conscious- 



THE SUPERINTENDENT 47 

ness of knowing that he occupies week by week a forum of 
power, the platform. He lives in anticipation of having at 
last the Master's commendation, 'Inasmuch as ye have done 
it unto one of the least of these, ye have done it unto Me." 

The Bible becomes more of a personal treasure and 
Christ a greater reality as he seeks to apply both to the need 
of others. 

A few years ago a company of Sunday school workers 
called upon Mr. Wanamaker at his store in Philadelphia. In 
response to the words of earnest greeting from the visitors 
Wana- ^^' W^^i^^"^3.ker said : "Brethren, if you will 

maker's take this as my testimony, and I give it at the 

Personal end of fifty years' experience with one Sunday- 

Testimony school, if I were to live my life over, I would 
begin just where I did, only I think I could do my work four 
times better than I did. There is no better investment of life, 
no matter how rich or wise a man may become." 

Brother Superintendent, a true estimate of our work will 
lead us to the viewpoint of Phillips Brooks : "Oh, do not 
pray for easy lives; pray to be stronger men. Do not pray 
for tasks equal to your powers ; pray for powers equal to your 
tasks. Then the doing of your task shall be no miracle. But 
you shall be a miracle. Every day you shall wonder at your- / 
self, at the richness of life which has come to you by the / 
grace of God." 

Lesson Outline: 

I. On the Threshold of His Task. 
II. His Training. 

III. His Relation to the Church. 

IV. His Equipment. 
V. Things He Avoids. 

VI. The Superintendent in Action. 
VII. His Compensations. 



48 THE SUPERINTENDENT AND HIS WORK 

Bibliography: 

Trumbull, "The Model Superintendent." 
Schauffler, "Ways of Working." 

Topics for Special Study: 

1. The paid Superintendency. 

2. The career of some especially successful Superin- 

tendents. 

Topics for Class Discussion: 

1. What should constitute a Superintendent's call? 

2. How should he be elected? 

3. What four qualifications are essential for his suc- 

cess? 

4. Name four things he should not do. 

5. Name four things he should do. 

6. What are some of the rewards of his work? 



CHAPTER III 
THE SCHOOL EQUIPPED 

"The complete Sunday-school is one which meets the 
needs of every individual member at each stage of his devel- 
opment, and plans for its own perpetuation as an institution." 
This definition will apply to small as well as to large schools, 
for the essential needs and problems are the same everywhere. 
The organization to fill out this ideal will be fourfold, dealing 
with, (a) The school management, including its organiza- 
tion, grading, and curriculum; (b) The teacher, as to train- 
ing, ideals, and work; (c) The scholar, including the spirit- 
ual, social, mental, and physical needs; (d) The attachment 
of the home and the ingathering of the community. 

In other words, the organization must cover the intensive 
and extensive work of the school and its business, educa- 
tional, and spiritual requirements, all of which must for its 
best doing be motived upon love. Love is the heart that 
gives vitality to the bones and muscle of the organization. 
The result is a school esprit de corps that means success. 

I. The Sunday School Building 

If we accept the fourfold responsibility named above in an 
adequate organization of the Sunday-school, Churches must 
plan more generously for the Sunday-school than ever before. 
The Sunday-school must not be an afterthought in church ar- 
chitecture. It must not be housed in an annex or a basement. 
It is entitled to light and air, and to a separate building where- 
ever the church building does not give it full facilities. 

If the responsibility of the Church for the week-day life 
of its young people be accepted, then the Church should pro- 
4 49 6 



50 THE SUPERINTENDENT AND HIS WORK 

vide rooms for the athletic and social side of young life and 
for its institutional work. If we fail to so provide we are 
wholly surrendering the physical, mental, and social na- 
ture of our scholars at the most critical, because the forma- 
tive period, to the influences of the week-day life, and to the 
marring and frequently blighting effect of the street corner, 
the dance hall, the theater, and the saloon. 

If the Church faces squarely its educational responsibility 
in view of the development of the graded lesson system, it 
must not simply provide department rooms, but as an ulti- 
The New mate, subdivision of these department rooms for 
Sunday class use. Architects are waking up to the 

School new demand, and the new model Sunday-school 

Architecture pj^ns are on quite a different plan than formerly, 
providing either for a complete separation of departments for 
teaching efficiency without opportunity of general assembly, 
or for a combination of department and assembly results. 

The simplest housing should provide for a separation in 
some form of the Primary, and if possible the Beginners', 
department from the main school, and any plan which 
aims at educational efficiency should provide department 
rooms for the Beginners', Primary, Junior, Intermediate, 
Senior, Adult, and Normal departments, beside executive 
rooms, not forgetting provision for rooms for Mothers' classes 
in connection with the Cradle Roll, Beginners', and Primary 
departments. 

There are two great essentials aside from the building 
itself, namely, light and air. The lack of these may easily 
kill off Sunday-school interest and efficiency, not to speak of 
killing off the members themselves. A dull 
Ventilation 1*001^ chills enthusiasm, for we are all suscep- 
tible to the influence of our surroundings, and 
the sexton is frequently unconsciously in league with the 
devil through failure to properly ventilate. 

Young people are pretty sure to estimate religion by the 
investment made in making the house of God attractive. 



THE SCHOOL EQUIPPED 51 

Surely, even if plain, the walls can be tinted with some warm 
color. Some mottoes or texts that stand for great ideals can 
be painted or hung upon the walls. And there are scores of 
pictures of childhood, of missionary and Church and national 
heroes, as well as copies of the great master- 
pieces which can be had cheaply, which are of 
inspirational and religious value. French school boys are 
taken to the palace at Versailles to study the great paintings 
of the Napoleonic battles, and thus to absorb a love of coun- 
try. No less wise should we be in teaching through the eye 
gate the ideals of the Church. An occasional change of motto 
or picture is advisable. 

II. The School's Work-Rooms 

I. The Department Rooms. Where the architectural 
arrangement permits a Department room, that room should 
be fitted to the needs of the Department. Where an abso- 
lute Department separation by wall can not be arranged, there 
are devices for making artificial separation by means of 
screens or folding or drop partitions or by heavy curtains 
hung on bars. 

Blackboards and maps certainly should be provided, 
and a few plants if possible. There should be a Department 
registry board for enrollment, attendance, offering, and num- 
ber of Bibles brought, and a second registry 
Equipment of board for numbers of classes having perfect at- 
Rooms tendance, and perfect Bible record. A double 

blackboard is always advisable, and on one of 
these, if desired, records of the hymns of the day could be 
placed, leaving the other free for lesson theme and review 
work. 

The Department motto and banner and honor banner 
should be in evidence. The scholars' roll of honor for at- 
tendance and meritorious mention will keep up individual 
interest. 

For the Beginners' and Primary departments there will 



52 THE SUPERINTENDENT AND HIS WORK 

be, of course, small chairs to permit the feet to touch the 
floor. Otherwise there will be wriggling and restlessness. 
Stencil rolls for new and old hymns are better here than 
song books. 

2. The Assembly Room. This room, where depart- 
ments may combine for opening or closing exercises, is en- 
titled to a piano in preference to an organ, a hymn board for 
Equipment announcement of the service and numbers of the 
of the hymns, a double blackboard, an announciement 
Assembly board for total attendance, offering and Bibles. 
Room Chairs, tipped with rubber or felt, are much to 
be preferred to settees, for they permit class grouping ac- 
cording to size of class. The teachers' table with drawer 
for song books should be at the center of each group in the 
Department or Assembly room. 

The Superintendent's platform should be provided with 
desk for his material, and electric or other signals for warn- 
ing purpose and to call officers. Near by the orchestra 
should be seated. 

3. Class Rooms. The growth of the Adult Class organi- 
zation and the progress of the graded lesson system make 
Class rooms imperative in a school of large size. These 
Class rooms become the center of class enthusiasm and pre- 
cious memories. They are essential for best teaching work, 
especially where the class is large. If the partitions in these 
Class rooms can be folded back it will give a sense of unity to 
the open session. Where the meeting room was not planned 
for Class rooms these rooms can be easily provided by means 

of curtains or screens, as suggested above. The 
Eqmpment room should have a class table with drawer for 
Rooms song books and class material. A blackboard is 

essential, not necessarily a fixed board. A hat 
tree will be appreciated. By all means have the Joint Cer- 
itficate of Recognition of the organized class issued by the 
Board of Sunday Schools framed and hung in the room. A 
picture may occupy a prominent place in the room. The class 

6 



THE SCHOOL EQUIPPED 53 

name and motto worked in the class colors on pennant or 
banner form and hung up in the room will add attractiveness. 

4. The Secretary's Room. This should be conveniently 
located so as to be reached easily by teachers and scholars. 
The door or desk should be plainly marked, and if the 

school is of sufficient size to have them, differ- 
Equipment ^^^ ^^gj^g should be marked for the General Sec- 
tary's Use retary and Enrollment Secretary. The equip- 
ment should include general register, class books, 
visitors' register, card indexes for birthdays, alphabetical in- 
dex, and even a street index grouping families under the 
street location. The Treasurer, where a separate room is 
not provided, may occupy part of the Secretary's quarters. 
Discussion of the duties and special outfit for both Secretary 
and Treasurer will be taken up in a later chapter. 

5. Library Room. While the public libraries, sown 
thick throughout the land, have superseded in many places 
the old Sunday-school library, there is still an imperative need 
for libraries including up-to-date missionary books, books of 
reference, and information for teachers. Such libraries will 

be treated in the appropriate chapter. There 
A Week-day g^ould be a Library room, where scholars and 
Room teachers can spend their evenings reading or play- 

ing games. Such a room will become a center of 
week-day interest. It should include copies of the best maga- 
zines. In this or the secretaries' room should be kept the song 
books of the school and the class boxes where class tables are 
not used. 

6. An Exhibit Room. Where local conditions will not 
permit a separate room, this room may be combined with the 
Library. In such cases cabinets can be provided for collec- 
tion of curios, such as samples of products and flowers from 
Bible lands, especially those things which will illustrate Bible 
references. These can be obtained reasonably of Sunday- 
school supply houses. This room can be made of great value 
in stimulating missionary interest through exhibits of curios 



54 THE SUPERINTENDENT AND HIS WORK 

and souvenirs from missionary lands, and pictures of mis- 
sionary heroes. 

7. Manual Room. Where quarters are limited the fea- 
tures of this room may have to be combined with one or both 
of the rooms above named. But a place there should be with 
a center table, chairs, and closet, for the technical side of the 
school work. The best maps, a good picture of Jerusalem, 
relief maps of the Holy Land, pulp map work, a sand table, 
charts of Christ's life by periods, charts of Christ's and of 
Paul's journeys, models of Eastern buildings, charts showing 
dress, products, and implements of Palestine, or better still 
models of them; a stereoscope and outfit of pictures of Bible 
lands, a large globe, a school stereopticon, materials for ob- 
ject teaching — some of these should find a place in such a 
room. And the hand-work and notebook work accomplished 
by scholars should be displayed. 

8. Gymnasium and Drill Room. Provision must be 
made for the week-day physical life of our young people. 
When a separate room can be planned for, it is better, but 
frequently some room may have to serve a double purpose. 
Some simple gymnasium apparatus should be provided, such 
as a swinging ring and a gymnasium horse, a swinging bar, 
and a thick mat. 

Boys' Brigades, Knights of King Arthur, Knights of 
Methodism, and similar organizations are multiplying among 
the Sunday-schools of the country, and are effective factors 
in holding the growing boys. The gymnasium may serve 
the purpose of a drill and meeting room for these. 

9. Social Room. No forbidding room should this be, 
but with the homelike elements which will make young peo- 
ple seek it. In these days of moving pictures, theaters, and 
similar attractions the Church should present counter-attrac- 
tions which will appeal strongly to the young without too 
much of the "Keep off the grass" spirit. And such a room 
for <?atherings of teachers, parents, and classes will repay 
any expenditure in beautifying. 

6 



THE SCHOOL EQUIPPED 55 

III. Other Equipment 

1. School Motto and Colors. A motto embracing the 
school idea should be selected. It may be Scriptural or other- 
wise. It will stimulate interest. It should appear upon the 
school wall and be repeated in the opening services occa- 
sionally or regularly. It may be worn in the 

Equipment school pins. It should be inscribed on the school 
banner. The motto of the writer's school is 
"We Seek the Best," and the response is "In love and service 
for the best Friend, in devotion to the best Book, and in loy- 
alty to teacher, class, and school." There is no objection to 
a department motto to promote department efficiency. The 
school colors should be selected after careful consideration, 
and should inspire school loyalty. Badges, decorations, pro- 
grams, and banners should reflect these colors, and special 
days will be the brighter and more interesting because of 
them. The school motto on the wall should be in these 
colors. 

2. Banners. A school banner in the school colors and 
displaying the school motto should be in evidence. Likewise 
department banners. Banners for honor classes for a month 
of perfect attendance and perfect Bible bringing will stimu- 
late interest. The collection should hardly be made a basis 
of honors, owing to the inequality in home conditions. 

3. Maps. These can usually be bought reasonably in a 
series illustrating the journeys of the patriarchs and the 
Children of Israel, the tribes of the Kingdom of Israel, Pal- 
estine in Christ's time, and Paul's journeys. Where such a 
set is not purchased, one large map of Palestine and one that 
will show Paul's journeys will serve. In the present increas- 
ing interest in missions the fine missionary map of the world 
which can be bought cheaply at Methodist headquarters is 
valuable. 

4. Hymn Books. All Methodist schools will wish to use 
the new Sunday School Hymnal issued by the Board of Sun- 



56 THE SUPERINTENDENT AND HIS WORK 

day Schools, which is a combination of the choice hymns, 
new and old, combining high quality with singing effective- 
ness for the small and large school. The opening and closing 
exercises offered in this book will provide a method of giving 
variety and strength to the school service. These song books 
should be marked with class numbers, or what would be bet- 
ter, placed in class boxes or in the drawer of the class table. 

5. Bell. Where the organ, piano, or orchestra is used in 
preludes, the bell is unnecessary except for warning five, min- 
utes before the lesson closing, and as a signal for rising or 
sitting. As a method of securing order, especially by fre- 
quent repetition, it is a failure, and a Superintendent who de- 
pends upon it for that purpose has passed the dead line. In 
such a use of it the bell is the handmaid of confusion and 
disorder. 

6. General Suggestions. Among the accessories in 
equipment may be mentioned a suggestion box at door for 
helpful ideas or questions, a bulletin board at entrance for 
employment or special notes, Sunday-school papers for dis- 
tribution, temperance leaflets for Temperance Sunday, depart- 
ment quarterlies, a birthday box for birthday offerings, a 
Sunday-school thermometer showing enrollment and school 
attendance, a reflectoscope showing enlargements of souvenir 
postals, lap blackboards for special class use, an American 
and a Christian flag, and some Bible for special use (although 
it is assumed scholars are encouraged to own and bring 
their own). 

Not all of the equipment named above may be procured 
at once. But little by little, through special offerings, as well 
as from the school funds, a Sunday-school home can be 
equipped which will be the center of enthusiastic work and 
loyal interest. 



THE SCHOOL EQUIPPED 57 

Lesson Outline: 

I. The Sunday School Building. 
n. The School's Work-Rooms. 

1. The Department Rooms. 

2. The Assembly Room. 

3. Class Rooms. 

4. The Secretary's Room. 

5. Library Room. 

6. An Exhibit Room. 

7. Manual Room. 

8. Gymnasium and Drill Room. 

9. Social Room. 

HL Other Equipment. 

1. School Motto and Colors. 

2. Banners. 

3. Maps. 

4. Hymn Books. 

5. Bell. 

6. General Suggestions. 
Bibliography: 

Booklet on Sunday School Architecture. (Issued by 
the Board of Sunday Schools.) 
Topics for Special Study: 

1. Some well-planned Sunday-school buildings. 

2. Plans for Department rooms. 
Topics for Class Discussion: 

1. What is the trend in Sunday-school architecture? 

2. Should the Primary Department hold its sessions 

with the main school? If not, why not? 

3. Are separate Department rooms an essential to 

best work, and why? 

4. Name some equipment for an Assembly room? 

5. What Class room equipment is desirable? 

6. What other rooms are requisite for the school's 

best work? 

7. Name a few important items of general equipment. 



CHAPTER IV 
THE SCHOOL ORGANIZED 

With the school organization in its relation to the teacher, 
the scholar, the home, and the community we shall, because 
of their importance, deal in detail in later chapters. We shall 
in this and the next chapter consider organization as regards 
officers, departments, and committees of the school, that is, 
its management side. 

Organization is essential for unity, strength, permanency. 
As the framework is not intended for exhibition, so organiza- 
tion is most effective when least seen: when all that is mani- 
fest is the warm, pulsing, loving, busy, joyful life of the 
school; when head, hand, and heart co-work perfectly. 

The difference between a successful school and one that 
is a failure lies frequently in matters of organization. Genius 
in detail is the secret of many a Superintendent's success. 

I. The School's Objectives 

The school organization will be determined by the school's 
objectives and by its size. We suggest a few goals that 
should be present in every successful school: (i) Every 
scholar a Christian before passing the years of decision. (2) 
The school so graded that the right place can be found in it 
for every member of the community. (3) All of the teach- 
ers students of a training course or graduates of such a 
course. (4) Every member present every Sunday, unless ill 
or out of town, with Bible, offering, and some lesson prepara- 
tion. (5) A weekly gathering of teachers for conference 
upon school and teachers' problems, and to gain an insight 

58 « 



THE SCHOOL ORGANIZED 59 

into the lesson for the following Sunday. (6) All the Sun- 
day school of attending age at the Church service. (7) A 
school session with dignity, soul, variety, and snap, which 
The Ideal climaxes the lesson for the day. (8) The rec- 
at which ognition of special days by appropriate program. 

Organization (9) Department separation where possible. (10) 
^^^^ Temperance and missionary training that shall 

equip for service for the community and the world. (11) 
The right provision for the week-day and social and physical 
welfare of its members. (12) The recognition and welcome 
of strangers. In short, a school efficient rather than large, 
educational rather than spectacular, where right teaching is 
placed above entertainment, where instruction through the 
eye, ear, hand, and heart assures training for complete living. 
The school organization will naturally take its spirit from 
such objectives. Not all of the organization described below 
can apply to every school. In plan and principle the sug- 
gested organization comprises these objectives, and should be 
carried out even if necessary to merge the work called for 
in fewer executives. 

II. School Constitution and By-laws 

The form of constitution for Methodist schools found in 
the Discipline provides that there shall be a local Sunday 
School Board auxiliary to the Board of Sunday Schools, and 
constituted as follows : The pastor, who shall be ex-officio 
chairman; the Sunday School Committee appointed by the 
Quarterly Conference, the Superintendent, the Assistant Su- 
perintendent, heads of departments, the duly elected secre- 
taries, treasurer, and librarians, the teachers of the school, 
the assistant teachers, nominated and elected in the same way 
as the teachers, and the president of the Sunday School Mis- 
sionary Society. 

The Superintendent, under the constitution, is nominated 
annually by the Sunday School Board and confirmed by the 
Quarterly Conference. The teachers are nominated by thes 



6o THE SUPERINTENDENT AND HIS WORK 

Superintendent in consultation with the pastor, and elected 
by the board. 

As the Superintendent is largely responsible for the school 
administration, he should be given the privilege of nomina- 
tion of the other school officers who shall compose his cab- 
inet, subject to confirmation by the Sunday School Board. 

III. Organization of the Small School 

What organization is essential to efficiency and possible 
of adoption by any school, even by the smallest rural school? 

1. A Cradle Roll for children up to three. 

2. An Elementary Division, or Class, for those three to 
twelve. Where at all practicable this should be subdivided 
into classes for Beginners (three to five). Primary (six to 
eight), and Junior (nine to twelve). 

3. The Advanced Division for those in their "teens." It 
is altogether desirable that this should be subdivided into an 
Intermediate class or classes (thirteen to sixteen) and Senior 
class or classes (seventeen to twenty). The organization of 
these classes is recommended. 

4. An Adult Division or class for those over twenty. 
This class or these classes should be organized and hold a 
Certificate of Recognition. 

5. A Home Department. 

6. A Teacher Training Department with at least one class 
pursuing an approved course of study, or one or more mem- 
bers who are taking a Correspondence Study Course in 
Teacher Training. 

7. A Sunday-school missionary organization. 

8. A Sunday-school temperance organization. 

9. A Committee on Sunday-school Evangelism with the 
observance of Decision Day or its equivalent. 

10. Annual Promotion Day, on which scholars are pro- 
moted from grade to grade or department to department, ac- 
cording to some definitely determined plan. 

This form of organization is capable of adaptation to any 



THE SCHOOL ORGANIZED 6i 

school. Just as soon as the school increases to sufficient size 
the three divisions named should be separated into depart- 
ments as suggested in the introductory chapter. Wherever 
possible a separate Superintendent should be appointed for 
the Cradle Roll, Home Department, and Teacher Training 
Department. 

There are two additional committees v^hich should be 
appointed wherever there are sufficient workers : 

1. A Committee on Special Days, to make the most of 
these school occasions. 

2. A Committee on Visitation, to look after absentees and 
to enroll new members. An Assistant Superintendent may be 
chairman of such committees. Under the chapter, "Some 
Special Cases," practical suggestions are made for specific 
committee work. 

IV. Organization of the Larger School 
I. The Officers. 

(a) The Pastor. The pastor is the pastor of the Sunday- 
school as well as of the Church, and by virtue of this rela- 
tionship is the official head of the school. He will be at the 
school session to encourage, help, and supplement the Super- 
intendent's labors as far as possible. His counsel should be 
The Pastor's nought, and when offered should receive earnest 
Relation consideration. He may occasionally, perhaps 

to the regularly, take a class if his strength and duties 

School ^jlj permit. His relation to the school offers 

broad opportunities of inspiration. He should be afforded 
free access to all sessions of the school, and his presence al- 
ways welcomed. He will need to keep in close touch with 
the teachers, for they are his sub-class leaders. He is re- 
sponsible for the character of the educational and spiritual 
work done. He may v/ish to lead the weekly teachers' meet- 
ing. He should see that the scholars are, at opportune times, 
invited into the Church fellowship. 

(&) The Superintendent. He should work in harmony 



62 THE SUPERINTENDENT AND HIS WORK 

with the pastor. Elected as the executive officer of the school 
and responsible for results, he should be allowed the fullest 
liberty in his plans, and be given the largest co-operation in 
ipjjg making his plans effective. His fourfold rela- 

Executive tionship to the Church and school, the scholar, 
Head of the teacher, and the home will be presented fully 

the School jj^ Q^j^gj. chapters. His best work will consist 
in selecting and developing workers, and in presenting in 
his life and work the highest standard of Christian, living 
and service. 

(c) Superintendent of Grading, Promotion, Manual and 
Supplemental Work, These are related lines of activity, and 
in a school of considerable size the fruit of proper attention to 
this office will be large. In some schools this officer is termed 
the Superintendent of Classification, or the Educational Su- 
perintendent. The general work of co-ordinating the educa- 
tional and grading work may be committed to such a superin- 
tendent. Errors in grading can through such an officer be 
corrected, the promotions be conducted with smoothness and 
enthusiasm, the manual work be systematically developed, 
and the supplemental drills be made to have interest and 
effectiveness. Provision for diplomas for promotion, and 
seals for supplemental work, would fall under the direction 
of such an officer, as well as the manual room and parents' 
gatherings for the exhibit of the scholar's work. If another 
officer assigns scholars the cases of exceptional scholars 
would be referred to this superintendent before being decided 
upon. 

(J) The Department Superintendents, These should be 
selected and nominated by the Superintendent. Wisdom in 
the selection of department superintendents makes for school 
success. Frequent conferences individually and collectively 
with department superintendents is essential to harmony and 
progress. The Superintendent should supply the department 
head with suggestions and stimulus through word, letter, clip- 
ping, and book in order to build up to the best. Even where 



THE SCHOOL ORGANIZED 63 

separate rooms can not be provided for each department, 
each is entitled to separate supervision as to literature, man- 
ual, and supplemental work. The graded lessons make such 
division and supervision almost imperative. The Depart- 
ment Superintendent is responsible for the full organization 
and conduct of the department as it relates to teachers, schol- 
ars, and homes, for thorough teaching, proper enrollment, and 
care of absentees, through teachers or committees. It is his 
business to develop department efficiency and esprit de corps, 
and to keep the department in step with the best school stand- 
ards, counseling frequently with the Superintendent. Assist- 
ant Department Superintendents are essential in schools of 
large size, and to these specific work should be assigned. 

(e) Superintendent of Teacher Training. Where the 
school is small and there is but one Teacher Training class 
this work may, if thought best, be assigned to one of the De- 
partment Superintendents, preferably the Senior or Adult De- 
partment Superintendent. But in a school of any size where 
there may be, or should be, more than one such class, there 
is a distinct place for a Superintendent of Teacher Training, 
in planning for classes, arranging courses, and enlisting young 
people for the classes and exercising general supervision, as 
well as enlisting teachers and others in the Correspondence 
Study Courses in Teacher Training. 

(/) Superintendent of Missionary Instruction. There is 
need of such an officer to provide missionary plans, program, 
literature, charts, and other material, and to make missions 
a vital part of the school life. This officer may be the presi- 
dent of the Missionary Society or Chairman of the Mission- 
ary Committee, or simply an officer working under the direc- 
tion of such committee or society, in co-operation with the 
General and the Department Superintendents. 

(g) Superintendent of Absentees. The big leakage in 
the Sunday-school comes largely because no one officer is 
giving the subject consistent attention. Such an officer may 
be chairman of the Absentee and Enrollment Committee, or 



64 THE SUPERINTENDENT AND HIS WORK 

may act in co-operation with that Committee. Plans for 
notification and visitation of absentees should be developed 
under such an officer for all departments of the school, so 
that systematic work shall be substituted for a haphazard plan 
or no plan. 

(h) Assistant Superintendents. The number and duties 
of these are wholly dependent upon the size of the school and 
the work to be done. They should not be figureheads. They 
should be made use of if they have ability, upon the school 
or department platform for the sake of their training and for 
variety in the exercises. One of them should be appointed as 
First Assistant or Associate Superintendent to take care of 
the Superintendent's work when he is away, and to counsel 
closely with the Superintendent. To each Assistant distinc- 
tive duties should be assigned besides the maintenance of 
order. They may take the chairmanship of important com- 
mittees. One may have special charge of the notification and 
assignment of substitute teachers, another the assignment of 
new scholars, another the supervision of details of prepara- 
tion for the sessions. These Assistants should be known by 
the scholars as friends, and not as policemen. Their smile 
and welcome creates school atmosphere and good cheer. 

(i) The Secretary, Treasurer, and Librarian, The duties 
and opportunities of these officers will be covered in a subse- 
quent chapter. Where the size of the school warrants, a Sec- 
retary of Enrollment and Classification may be provided to 
care for the enlistment and welcome of new scholars, and all 
subsequent record of the scholar's life in the school. Where 
there are separate department rooms one or more secretaries 
for each department may be required, and these may, in addi- 
tion to their obvious duties, care for the birthday and welcome 
notifications and other miscellaneous work of the department. 

(/) The Cabinet. In large schools the officers of the 
school, such as the Secretary, Treasurer, Assistant and De- 
partment Superintendents, and Chairmen of the standing 
committees, compose the Superintendent's Cabinet. The 



THE SCHOOL ORGANIZED 65 

rtieeting of the Cabinet should be regular to consider ques- 
tions of school policy and management, and to sift business 
for the Sunday School Board meeting. Mr. Wanamaker was 
accustomed to meet his head workers each Sunday between 
the hours of the Church service and the Sunday school ses- 
sion for conference on important matters. An annual social 
meeting of the Cabinet, where purely management questions 
shall be taken up, may be in lighter vein, and will be found 
fruitful in welding together those who stand as leaders. The 
meeting of the Sunday School Board will be described under 
"Teachers' Meetings." 

{k) Installation of OMcers. The installation of officers 
(and teachers as well) by the pastor at a Church service is 
coming into vogue in well-ordered schools. The service can 
be made very impressive, and adds dignity to the important 
work to be accomplished, and binds the Church and school 
in a proper relationship. Sometimes a certificate is presented 
at such a service, commissioning the officer for his service 
for the year. 

2, The School Helpers. 

(a) Chorister. Under "Music in the Sunday School" 
the work of the Chorister will be taken up. The orchestra 
may properly be assigned to him to build up and to lead, if 
he has the talent for it. The songs should be selected by 
Superintendent and Chorister with the thought of develop- 
ing and climaxing the lesson theme, 

(b) Publicity Man. The Sunday school is in intimate 
relationship to the entire community. Its work, its standards, 
its plans and events should be set forth in attractive form 
regularly in newspaper, card, placard, and circular. The 
Sunday-school has the largest proposition on earth to present. 
It should put its best brains to the task. If the Superintend- 
ent has not the advertising talent, surely some one may be 
found who has. 

(c) Doormen J Aides, and Ushers, These are indispen- 
5 « 



(£ THE SUPERINTENDENT AND HIS WORK 

sable for smooth, efficient service, to protect the worship, and 
to facilitate the work of the school. The doormen have a fine 
service to render in greeting scholars and teachers as they 
enter, introducing newcomers and strangers to the ushers or 
Friendly Grip or Courtesy Committees, and in keeping doors 
closed during worship. These, with the aides and ushers, 
should be designated by some badge. 

The Aides should be the larger boys, or young men, having 
regular duties, such as the distribution of programs, arrange- 
ment of platform and orchestra chairs, the placing of an- 
nouncement boards, the taking of the Superintendent's com- 
munications to officers and teachers before or during the ses- 
sion, and the ringing of any signals. They should be in train- 
ing for future officers. The Ushers will have to do with the 
seating of strangers and classes. 

(J) The Stenographer. In some important schools the 
Stenographer performs a helpful part in reaching sick or ab- 
sent scholars or teachers through the written mxcssage, and 
in sending notices of committee or other meetings. 

(^) Committees. In any well organized school it is neces- 
sary that much important work be accomplished through 
standing committees. The details of many questions can not 
be handled satisfactorily by a Teachers' Board without bear- 
ing too heavily upon the time of the members. A subdivision 
of labor makes for more thorough work, and interests a 
larger number. It will always be necessary to appoint special 
committees for unusual matters, but the routine work of the 
school can be easily compassed by the standing committees, 
who should report regularly to the Teachers' Board and also 
make an annual report. The number of these committees, 
and the number of members upon each must depend upon 
the size of the school, but the work for which these which are 
suggested stand is common or should be common to all 
schools, and should be covered in some form. 

The sums at the disposal of each committee should be de- 
termined and included in the annual budget of school expenses. 



THE SCHOOL ORGANIZED . (^7 

Committee on Sunday Schools. This committee is pro- 
vided for by the Discipline. Its duty is defined as follows: 
To aid the pastor and officers in procuring suitable teachers, 
in promoting in all proper ways the attendance of children 
and adults on our Sunday-schools and at our regular public 
worship, and in raising money to meet the expenses of the 
Sunday-schools of the charge (H 421, §2). This committee 
should always be utilized. The scope of its work will depend 
somewhat on the size of the school. In the large school a 
special Finance Committee, as suggested below, may be 
necessary. 

The ''Friendly Grip" Committee, This may be termed 
the Welcome Committee, the Visitors' Committe, or the Cour- 
tesy Committee, or the Strangers' Committee. Its specific 
work is to welcome the stranger by handshake, smile, and 
word of cordial greeting; to seo that he finds a good seat, and 
to show visitors to the department or departments in which 
they may be especially interested, to give any desired infor- 
mation, to hand them copies of the school paper or manual, 
or samples of school forms when wanted. In a visitors' book 
the names, addresses, and position in the Sunday-school should 
be recorded, and on the next day the committee should mail 
a card of welcome to the visitor, acknowledging the visit and 
inviting to membership or to further call. The follow-up 
w^ork of the committee m.ay yield good results, and with such 
treatment "once a visitor always a friend," a "stranger but 
once." 

Supplies and Finance Committee. This important com- 
mittee should arrange and present for approval the school 
budget, O. K. requisitions for supplies and the bills therefor, 
co-operate with the secretary in providing for the proper care 
of supplies, outline plans for special offering, provide books 
for treasurer's accounts, and suggest forms for such accounts, 
audit treasurer's books, and in general supervise the money 
end of the school's work. 

Committee on Sunday School Evangelism. This commit- 



68 THE SUPERINTENDENT AND HIS WORK 

tee focuses the great objective of the school, and it should 
keep in close touch with the Superintendent. The work of 
Decision or Acknowledgment Day should be its special care. 
The methods, leaflets, and general literature for this day 
should be discussed by the committee and the Pastor and Su- 
perintendent, as well as plans for Decision week, or for any 
special effort along this line. Teachers, scholars, and school 
prayer meetings should be planned for. The co-operation of 
the home in spiritual work, the suggestion of books for the 
teachers' library that should be spiritually helpful, and that 
should acquaint the teacher with the spiritual problems and 
opportunities of the successive periods of child growth, will 
be within the province of such a committee. 

Special Days Committee. The plan in many schools has 
been to appoint a special committee for each successive spe- 
cial event. But the talent that can make interesting and prof- 
itable one special day should be put at continuous service. 
Such a committee needs ample time to look well ahead, select 
or make programs, try out music, plan decorations, select 
and drill those who are to take part, and get the most for the 
school out of every special day. The growth of such days in 
recent years makes the work of such a committee highly im- 
portant. Among the days now emphasized are Rally Day, 
Easter, Children's Day, Christmas, Washington's Birthday, 
Mothers' or Parents' Day, Flag Day, and Thanksgiving. In 
later chapters we shall consider these days in detail. 

Social and Relief Committee. This committee has a wide 
scope of service. Its work should include the social, athletic, 
recreation, and employment work as well as ministry among 
the poor, the sick, and shut-ins. If the school is sufficiently 
large the work of this committee may well be broken up 
among other committees, as Social Work, Athletics and Out- 
door Recreations, Lectures and Entertainments, Employment 
and Relief Work. It is the committee which carries on much 
of the work of the school between Sundays in its recogni- 
tion of the physical, mental, and social needs of its young 



THE SCHOOL ORGANIZED 69 

people, planning to bind the whole life of its membership to 
the Sunday-school and Church. The committee work in- 
cludes arrangement for socials for teachers, parents, and 
scholars, provision of lectures and entertainments, gymnasium 
and out-door athletics and picnics, bringing young people and 
employers together, and the work of providing clothes and 
shoes for needy scholars, flowers and dainties for the sick, 
and summer outings for the poorer children. 

Absentee and Enrollment Committee. The name suggests 
the purpose of the committee : to hold the present member- 
ship and to reach out after those of the community not mem- 
bers of any Sunday-school. While the teacher should be held 
responsible for the absent or stranger members, there are 
many cases where, owing to business duties, a personal call 
is not practicable by a teacher, and just here such a commit- 
tee is of large service. Methods of outreach into the com- 
munity should have the attention of this committee, and 
plans for this as well as for the retention of all members of 
the school will receive consideration in a later chapter. 

Missionary and Benevolent Committee. This committee 
is to bring the school into intelligent contact with organized 
missionary endeavor on the home and foreign field, to direct 
the school, department, and class activities toward the great 
organizations of our own Church, such as the Foreign and 
Home Missionary Societies, the Board of Sunday Schools, 
the Board of Education, and the Freedmen's Aid Society, as 
well as aiding in the selection of special objects of giving on 
the home and foreign field, and in local hospital and institu- 
tional work. Methods of missionary education and success- 
ful plans for stimulating missionary giving and interest will 
be fully presented in the appropriate chapter. Plans for the 
successful observance of Missionary Sunday are no small 
part of the regular duties of this committee. 

Temperance Committee. This committee should care for 
the interesting observance of Temperance Sunday, the organ- 
ization of a White Shield Temperance League, or some sim- 

6 



70 THE SUPERINTENDENT AND HIS WORK 

ilar society; should distribute temperance literature, and in 
general make this a live issue, realizing that the molding of 
the temperance army of the future is in our hands. An anti- 
cigarette campaign may well be taken up by this committee 
as a part of its work. 

The Library and Exhibit Committee. The scholars' and 
teachers' library, the planning for and supervision of the 
reading and game room, the preparation of and care for the 
manual and exhibit work of the Sunday-school will come 
under the duties of this committee. 

Music Committee. There is a place for a Committee on 
Music, care being taken to limit its work to music aside from 
Special Days, although it may co-operate helpfully with the 
Special Days Committee. The committee can co-operate with 
the Superintendent in the improvement of the regular music, 
in arranging for solo and special music for the regular ses- 
sions, in stenciling new hymns not in the book, in building 
up the orchestra, and in planning for hymn board and boxes 
for music books. A special chapter on Sunday-school music 
will suggest the possibilities of the development of this com- 
mittee's work. The selection of the music for the regular 
session must be with the Superintendent. 

Committee on Best Methods. This should be constituted 
of the chairman of each of the standing committees. The 
Superintendent of the school should be chaiifman. This is 
practically a Committee Cabinet to plan for the best doing of 
the work of the standing committees, to get a view of the 
entire committee work of the school, and to carry to the com- 
mittees in turn the inspiration and suggestions obtained. 

Where the size of the school makes it advisable, depart- 
ment standing committees may be appointed on each of the 
lines of work suggested above. The chairman of the depart- 
ment standing committee on any line of work in that case 
would be a member of the general school committee on that 
subject, and the chairmen of all of the general school commit- 
tees would constitute the general Committee on Best Methods. 



THE SCHOOL ORGANIZED ^l 

Lesson Outline: 

I. The School's Objectives. 
H. School Constitution. 
HI. Organization of the Small School. 
IV. Organization of the Larger School. 

1. The officers. 

(a) The Pastor. 

(b) The Superintendent. 

(c) The Superintendent of Grading, Promotions, 

Manual, and Supplemental Work. 

(d) Department Superintendents. 

(e) Superintendent of Teacher Training. 

(f) Superintendent of Missionary Instruction. 

(g) Superintendent of Absentees, 
(h) Assistant Superintendents. 

(i) The Secretary, Treasurer, and Librarian. 

(j) The Cabinet. 

(k) Installation of Officers. 

2. The school helpers. 

(a) Chorister. 

(b) Publicity Man. 

(c) Doormen, Aides, and Ushers. 

(d) The Stenographer. 

(e) Committees. 

Bibliography: 

Cope, ''Modern Sunday School in Principle and Prac- 
tice." 
Axtell, "The Organized Sunday School." 

Topics for Special Study: 

1. The working organization of some successful 

schools. 

2. School committees as a factor in Sunday-school 



72 THE SUPERINTENDENT AND HIS WORK 

Topics for Class Discussion: 

1. Name five important school objectives. 

2. By whom should the Superintendent be nominated, 

and by whom confirmed? 

3. Into what general divisions may the Sunday-school 

be divided? 

4. Name the essential officers in a fully organized 

school of good size. 

5. What other chief helpers not officers would you 

name? 

6. Name at least five important school standing com- 

mittees with brief description of the work of 
each. 



CHAPTER V 
DEPARTMENT MANAGEMENT 

Among the advantages of department organization are: 

(a) To adapt the exercises and teaching methods and material 
to the mental, physical, and spiritual capacities of the pupils. 

(b) To associate pupils of the same age and like mental devel- 
opment so that they shall be companionable and may progress 
together from grade to grade and department to department. 
Wliythe ^^) ^^ associate teachers who will be dealing 
Departments with the same problems as to scholars and teach- 
Shouidbe ing. (d) To foster a larger school interest by 
Organized promoting a strong department spirit through 
such means as department standard, motto, button, and a 
friendly rivalry with other departments as to attendance and 
work, (e) To bring the parents into closer touch with the 
school through the department parents* social and other 
gatherings. 

In most of our schools it is recognized that, owing to the 
structure of the building, there must be an assembly of the 
school for opening or closing exercises. In such it is urged 
that there be department organization, supervision, and recog- 
nition, and the promotion of department ideals within the 
limits imposed. 

The problems of the country and village school will re- 
ceive attention in a special chapter, but in these schools it is 
possible in the average case to constitute one class each for 
the Primary, Junior, Intermediate, Senior, and Adult ages, 
and possibly a Beginners* and a Teacher Training class, so 
that in principle and actually the school would be *'depart- 

73 « 



74 THE SUPERINTENDENT AND HIS WORK 

merited," and in department lesson literature, in manual and 
supplemental work, and in promotions this department dis- 
tinction could be recognized. 

The separation of departments by curtains or screens is 
to be suggested where more complete separation is not prac- 
ticable. 

The Correspondence Study Training Courses of the Board 
of Sunday Schools are especially designed to prepare teachers 
as department workers through the specialization books writ- 
ten by experts in department organization and work. 

The number of department officers and helpers will, of 
course, depend upon the size of the department. The depart- 
ment superintendent, one or more assistants, musician, and 
secretary is the usual staff. In the small schools the depart- 
ment superintendent may teach the lesson as well as manage 
department details, particularly in the Elementary Division. 

The Department Committees, as suggested in the previous 
chapter, will be made use of where there are a sufficient 
number of workers. With fewer workers the duties of these 
committees would have to be combined in a smaller number 
of committees. 

The departments treated are the Cradle Roll, Beginners', 
Primary, Junior, Intermediate, Senior, Adult, Home, and 
Teacher Training. 

I. The Cradle Roll Department 

For children up to three years. A Sunday-school without 
a Cradle Roll is like a house without a foundation. The plan 
includes the enrollment of the baby upon a roll in the be- 
ginners' or primary room, the issuing of a Cer- 
Plans tificate of Enrollment, the annual remembrance 

of the birthday through flowers, card, or other 
gift, and visit by the Cradle Roll Superintendent; the invi- 
tation of child and parents to Easter, Children's Day, Rally 
Day, Christmas, and other occasions ; the Cradle Roll social 
with games, the placing of the babies' pictures upon the 



DEPARTMENT MANAGEMENT 75 

walls, the recognition of the babies who have died by inscrip- 
tion of name upon the "Heavenly Cradle Roll/' and such a 
ministry to the home in praying and counseling with the 
mother and through visitation in sickness as shall bind the 
home in closest fellowship to the Church and school. A 
monthly social of the mothers of the Cradle Roll, Beginners*, 
and Primary Departments, with program, talk, refreshments, 
and Mothers' Library and helps, is not the least of these 
valued ministries. 

A new and interesting development of the Cradle Roll 
work is a Cradle Roll class, composed of the oldest of the 
babies, meeting on Sunday about a low table in the Beginners' 
room or in a room of their own, busy with crayons, paper, 
pictures, and paste, making some simple design to impress 
some lesson of God's love, care, and kindness. These babies 
head the Beginners' march about their room, singing and 
clapping, the Cradle Roll Superintendent carrying some new 
member of the Cradle Roll in her arms at the head of the 
column as an initiation. 

The recognition of the baby's birthday in this class is 
sure to bring out all the relatives on this Sunday at least. 

In starting a Cradle Roll Department, names may easily 
be secured through the members of the Beginners' and Pri- 
mary and other departments of the school, by Home Depart- 
ment visitors, and through the pastor's announcement and 
visitation. If possible, have a Superintendent of the depart- 
ment other than the Beginners' or Primary Superintendent, 
so that adequate attention may be given the department un- 
hampered by other duties. 

At three or a little older, depending upon the development 
of the child, promotion will be made to the Beginners' De- 
partment. Promotion exercises for this and other depart- 
ments will be discussed in another chapter.^ 

1 Leaflet No. 2 of the Board of Sunday Schools, on the Cradle Roll, is one 
of an excellent series, the Sunday School Series Leaflets. This may be had 
free by addressing The Board of Sunday Schools, 14 West Washington St., 
Chicago, 111. 



y(> THE SUPERINTENDENT AND HIS WORK 

II. The Beginners' Department 

For the children from about three to six years. For these 
a separate room should be provided, if possible. If a separate 
room is im.possible, the opening exercises may be held with 
the Primary Department, and the Beginners separated for 
their lesson, arranged for first impressions and specially 
adapted to this age. A screen may serve purposes of separa- 
Provision tion. If more than one class, the department 
and Plans should be arranged, if possible, into groups of 
for the the three, four, and five-year-old children, as the 

Beginners lessons are specially graded for such a division. 
If in a room by themselves, they can meet together for the 
simple opening exercises, separate for the class groups, and 
after the march accompanied by songs and motion exercises, 
come together in circles for the closing talk, birthday recogni- 
tion, and welcome to new scholars and friends. The distribu- 
tion of class papers can be accomplished as the children go out. 
The Beginners are active, restless, imitative, and sensitive to 
impression, and the songs and exercises must be brief, varied, 
and simple. Classes of six to eight for lesson purposes are 
desirable here. Racks for clothing, childhood pictures on the 
walls, a bright carpeted room, small chairs and low tables, 
visitors' chairs, a blackboard, a place for books, papers, and 
pictures are suggested. 

As the mothers often accompany these smaller children to 
the school, a Beginners' Mothers' class should be formed near 
to the little folks and a lesson taught them while the children 
are being taught their lesson. On Promotion Day these moth- 
ers should move forward to the Primary Mothers' class at the 
same time their children move up to the Primary Department. 
This will make room for the new mothers who will be coming 
into the Cradle Roll and Beginners' Department. 

III. The Primary Department 

From six to eight years inclusive. If possible, arrange 
into six, seven, and eight-year-old classes, about six to nine 
pupils in each, to be taught the International Primary Graded 



DEPARTMENT MANAGEMENT ^7 

Lessons, keeping boys and girls separate, if practicable. If 
the International Uniform Lesson is taught, the Superintend- 
ent may teach the lesson and the teachers the sup- 
Lesson Plans pl^^^^i^t^l lesson, or the teachers give the lesson 
facts and the Superintendent conduct a brief re- 
view and the supplemental lesson and drill. The teachers 
can mark attendance and look after pupils during the week. 

The Primary child is active, imaginative, restless, with an 
insatiable thirst for Bible stories. Here foundations are being 
laid in Scripture and hymn memorizing, habits of giving, 
praise, prayer, duties to parents and others. Birthday recog- 
nition and welcoming of new scholars have here a pleasant 
place, as in the other departments of the school. The appeal 
to the eye is richly rewarded with attention. Home work 
in illustration of the lesson should here be encouraged and 
rewarded. Missions can be effectively taught through stories 
and the use of the excellent material available through the 
Young Peoples' Missionary Movement. 

The attendance of Primary mothers should be encouraged 
by their formiation into a Primary Mothers* Class. 

The equipment may include wall and lesson pictures, hymn 
scroll, regular and pin cushion blackboards, sand box, a place 
for hats and coats, and a cabinet for supplies. Song-book 
material for this department is abundant. 

When this department is obliged to meet with the main 
school for lack of a separate room, a corner of the platform 
end of the room can be used with screen or curtain. Low 
benches should be used, or stools made for the feet to rest 
on if the higher seats are used. 

He is a wise school Superintendent who gives full liberty 
to his Beginners* and Primary Superintendents in a realm 
where a man is not master. 

IV. The Junior Department 

For scholars nine to twelve inclusive. While nine is sug- 
gested as the lower limit, the ability easily to read the Bible 
should be approximately the test point. Scholars before leav- 



7S THE SUPERINTENDENT AND HIS WORK 

ing the Primary Department should possess a Bible of their 
own by gift, reward, or purchase. 

In the Junior Department one of the assistants should 
be charged with supervision of the manual and supplemental 
work of the department. 

The scholars should be kept separate as to sex, and formed 

into classes of six to eight. Graduates from the Teacher 

Training Classes may be put at work in this department to 

assist in the work of the department ; if they 

Departmental ghow teaching ability they should move up with 
Plans and , - , -^ , , ^ , 

Methods ^^^ class to make room for other young people 

who because of their age naturally would enter 
service in the Primary or Junior Departments rather than 
the Intermediate or Senior. In a small department the Su- 
perintendent may teach the lesson from the desk if the Uni- 
form Lesson is used, and the teachers take the hand work 
and supplemental lesson. Where the Graded Lessons are 
used the teaching of both graded and supplemental lessons 
is in the hands of the teacher, the Superintendent planning 
a general opening and closing service with some special Bible 
drill work. 

Most strategic is the Junior age in character building 
and habit forming. Daily Bible reading, punctuality, obedi- 
ence. Church attendance, reverence should be cultivated care- 
fully at this age. The Superintendent will need to be alert, 
brief, and present a snappy and varied program. "He that 
hesitates is lost'' in the Junior Department, and the Super- 
intendent here should know what he is to do next and do it. 
It is an age like nothing else on earth, requiring expression 
and not repression. Songs with a "go" in them, and stories 
with a hero are demanded. 

Memory in the Junior age can be made much of. This, 
supremely, is the point for Bible drills in the divisions and 
books of the Bible, Bible events and characters, private pas- 
sages and verses, the memorizing of Church hymns ; for pulp 
work in Bible geography; for hand work in making note- 



DEPARTMENT MANAGEMENT 79 

books on the lessons, illustrating and decorating them; and 
for missionary hand work. Credits and honors are appreci- 
ated for attendance, lesson, Bible bringing, and Church at- 
tendance. 

At about eleven comes a spiritual crisis when the oppor- 
tunity for a definite acknowledgment of Christ as Savior 
should be given. It is easy then to guide the life to Him. 
There seems little reason why a scholar should pass the 
Junior Department without having made such acknowledg- 
ment or without a clear realization of Christ's relation to 
him as his Savior and Friend. 

Among department material may be suggested Junior 
Quarterlies, class chairs, a class table or box for class ma- 
terial, an honor roll, wall temperance pledge, blackboard, 
picture roll, objects illustrating Eastern life, missionary cu- 
rios, and biographies of missionary heroes. Where a separate 
Junior room is not practicable, the school or elementary 
Superintendent will need in the exercises to keep steadily 
in view the special needs of this live, dynamic, impression- 
able age. 

Class organization at this age is hardly advisable. That 
will come better later on. Other organizations for the 
Juniors, such as Boys' Brigades, will be treated in another 
chapter. 

V. The Intermediate Department 

Years thirteen, fourteen, fifteen, and sixteen inclusive. 
This department must be organized to meet the needs of the 
years of early adolescence, years of great physical change, 
mental growth, strong emotional life, spiritual longings, of 
hero worship, and the development of personality. The one 
great objective here is to bring the soul by wise methods 
to a life decision for Christ, if that decision has not been 
heretofore made. Probably half of such decisions are made 
at the Intermediate age. In the Senior Department the life 
should be definitely trained for service. 



8o THE SUPERINTENDENT AND HIS WORK 

In the past the serious losses to the Sunday-school have 
occurred in this and the Senior Departments. Schools are 
overcoming this by a better knowledge of the problems and 
how to deal with them. How can the needs be meti^ 

1. Organization. 

(a) A department room, if possible; department motto, 
banner, and badges ; good maps, Bible bringing, recognition 
of birthdays and of new scholars, dignified graduation exer- 
cises. 

(b) Organization of Department Committees, such as 
Order, Membership, Social and Reception, Special Days, 
Spiritual Work, Missionary, and Temperance. Scholars have 
worked on these committees to good advantage in many 
places. 

(c) Formation of boys and girls into separate organiza- 
tions, choosing from among a score of those specially planned 
for this age and presented in a later chapter. 

(d) Organization of the classes with officers and several 
committees, say Membership (to include social work) and 
Missionary (to include benevolent work). 

2. Teachers and Courses. Wherever it is at all pos- 
sible, have men teachers for boys and women teachers for 
girls. Above all, the teacher here must be a friend and a true 
example. These qualities will win out. The stereoscope, 
high-class lesson pictures, class co-operative lesson methods, 
missionary and other manual work will appeal, care being 
taken not to overcrowd the home work in view of high school 
requirements. 

The new International Graded Lessons should be used 
whenever possible. If the Intermediate Uniform Quarterly 
is used, then supplemental Bible work should be given in 
the classes or in a drill from the desk. 

3. Missionary Instruction. In this department definite 
missionary instruction should be given, classes started in 
reading books of missionary heroes, class programs pre- 
sented, missionary lands and customs studied interestingly. 



DEPARTMENT MANAGEMENT 81 

During these years ideals as to missionary service are fre- 
quently formed. 

4. Recreation. Make much of this. Usually arrange for 
the boys and girls separately. An occasional department 
social with program supplied by the members is good, and a 
parents' social gathering is to be commended. Out-of-door 
athletics, tramps in the country, visits to points of interest, 
camping out for boys — all will be binding factors in the work 
at this age. 

5. Temperance. Lay the foundation for temperance by 
enlistment of these young people in a White Shield Tem- 
perance League and in a campaign against the cigarette habit. 

6. Personal service. Patience, sympathy, love, tact 
(which is the touch of love), the word fitly spoken, will win 
a rich spiritual harvest in this department, and it should be 
remembered that expression of their Christian life in service 
is more natural here than for these young people to talk about 
their spiritual experiences. 

VI. The Senior Department 

Years seventeen, eighteen, nineteen, and twenty inclusive. 
During these years young men and young women are going 
through a crisis period of their lives. ^'Fool's hill" is just 
here, but so is the "hill of the Lord," and the Sunday school 
if wide awake will launch these young people over their 
difficult years. How can it be done? 

1. Dignify the Exercises. No "children" talk will do 
here, nor children's songs. Music, address, appeal, prayer 
must breathe the spirit of strength, altruism, high devotion. 
A natural, homelike atmosphere must be created. 

2. Train for Service. Start here Teacher Training 
Classes. Young people are ready to undertake this as ad- 
vanced work, and at eighteen can be utilized in teaching 
service. Mission Study Classes can be undertaken with suc- 
cess. Suggest forms of service to these young people. The 
nine pamphlets of the International Y. M. C. A. on lines of 

6 « 



82 THE SUPERINTENDENT AND HIS WORK 

service will be helpful. Utilize the young people in the or- 
chestra and as ushers, doormen, secretaries, librarians, as- 
sistants. 

3. Meet the Week-day Needs. Plan for gymnasium 
classes, out-door athletics, a debating club. Have a social 
room for games, magazines, and books. Help tow^ard clean 
living by straight talks to the young men and the young 
women as well by a competent physician. The young people 
will respond to this help. Have an Employment Committee 
to co-operate in locating good positions. 

4. Organize the Classes. This is supremely the place 
for organization with Membership, Devotional, Social, and 
Benevolent Committees. An instance among many of 
what is being done through class organization : A few 
years ago a young business man in Buffalo took hold 
of such a class of the "younger young men." He 
prayed much. He worked hard. He loved supremely. 
To-day there are 478 in that class. He makes twenty- 
five calls a week. Several hundred have become Chris- 
tians. Twelve in one year volunteered for the Christian 
ministry. Eight natives are being supported by the class in 
foreign fields. The organization methods are those employed 
in many another class. The Committees are Personal Work, 
Hustlers, Membership, Social, Music, and Athletic. In the 
class covenant the young men agree to pray daily for the 
spread of the Kingdom among young men and to make an 
earnest effort to bring at least one young man within the 
hearing of the gospel. The department organization as a 
part of its committee work will plan especially for the ath- 
letic and social features. An orchestra should be encouraged 
from among the young people. Good maps of the missionary 
world, Paul's journeys, and Palestine will be of service. 
With heart, hand, method, and will, the humiliating record 
of a seventy-five per cent loss to the Sunday school during 
the "teen" years will be past history. 



DEPARTMENT MANAGEMENT 83 

VII. The Adult Department 

All over twenty years who attend the school sessions. 
The Adult Department in its present development is prac- 
tically the result of the Organized Adult Bible Class Move- 
ment which has swept the country. "The class organizations 
are the units and life of the department in most places." 
Separate organization of men's and women's classes is sug- 
The Organ- g^sted. The Joint Certificate of Recognition of 
ized Adult the Board of Sunday Schools and the Interna- 
Bibie Class tional Sunday School Association should be se- 
Movement ^^^^^ ^^^ ^^^ ^j^^g^ j^^ ^1^33 officers Under the 

Organized Adult Class plan are teacher, president, vice-presi- 
dent, secretary and treasurer, elected annually. Four Com- 
mittees are suggested — Membership, Devotional, Social, and 
Executive. Many classes are adding a Missionary Com- 
mittee. The teacher has charge of the lesson, and 
the class president presides on Sunday and at other 
class sessions, the other officers doing the work usually 
required. The Executive Committee directs the class 
work. The Membership or ^'Hustling" Committee secures 
new members, visits absentees and the sick, or arranges for 
such visitation. The Spiritual Committee has its secret 
prayer list and plans the devotional services and spiritual 
outreach of the class in community work. The Social Com- 
mittee introduces new to old members and plans for socials, 
functions, and entertainments. The annual class banquet is 
a recognized feature of such work. Sometimes these classes 
are grouped into smaller companies of ten with a captain 
over each group to account for his ten, report cases of sick- 
ness, or to reclaim those who are wandering. 

The activities of such classes are covering a wide range 
of service, including athletics, employment, civic improve- 
ment, hospital and institution visitation, providing substitute 
teachers, support of students in the foreign field, and so forth. 

An Adult Department room is needed. Brief opening and 



84 THE SUPERINTENDENT AND HIS WORK 

closing exercises should be planned for, with good singing, 
with opportunity for statement of such items of special in- 
terest coming out of the work of the class as shall encourage 
to further endeavor on the part of all. Short addresses by 
prominent men should be given, and the department should 
be kept in touch with the great movements of the day in 
which Christian men should participate. But the Bible must 
be kept at the center of the department's study and life and 
not displaced by side issues. 

VIIL Home Department 

For all at home, in hospital, in institutions, on the sea, 
travelers, who are unable to attend the sessions of the home 
school, but who agree to give say one-half hour weekly to 
the reading and study of the Sunday-school lesson. The or- 
ganization requires a Superintendent, Secretary, Treasurer, 
and Visitors, the latter to visit the members at least quar- 
terly, gather the reports of the Bible study, and receive the 
offering if made. Sometimes the separate members of the 
visitors' class are brought together for weekly study of the 
lesson or for a monthly or quarterly preview or review of 
it at some convenient home. 

Quarterly or annual social gatherings of all members of 
the department are found helpful. A *'Home Department 
Day" in the school gives opportunity for the school to recog- 
nize its home members. An invitation should go to them 
for Easter, Christmas, school excursion, and other special 
days. The Boys' Messenger service and God's Sunshine Band 
of the school is organized to carry such messages to the 
Home Department members and shut-ins. Give them the 
Library privileges of the school. On Christmas Day or 
Mothers' Day a flower can be pinned on each Home De- 
partment member. The birthday recognition of the Home 
Department members by the school is often the only birthday 
remembrance received by many. A stereopticon review or 
preview of the lesson at the church intensifies and links to- 
gether the Bible lessons. The pastor's annual sermon to the 
Home Department can be featured. 



DEPARTMENT MANAGEMENT 85 

There is a special Home Department Quarterly furnished 
for these members, and envelopes for record and offering 
purposes. The presentation of the Psalms or Gospels is a 
pleasant way of recognizing faithful Home Department stu- 
dents for the year. 

The Home Department gives opportunity of service for 
workers, is a source of financial income, helps in church at- 
tendance, brings in teachers to the Sunday-school, brings 
the home into sympathetic touch with the school, brightens 
many shut-in lives, and develops a religious home life. 

The Home Department can be started by members se- 
cured through public presentation by the pastor, through his 
effort when calling; by the Superintendent's circular and 
appeal with card sent by hands of scholars to the homes; 
by the Sunday-school teachers' work in securing names of 
mothers of their scholars ; by visiting institutions and hos- 
pitals, and by district house-to-house visitation.^ 

IX. The Teacher Training Department 

This will require a Superintendent and possibly a Sec- 
retary. The plan makes Teacher Training a definite part of 
the school's organization and work. The Superintendent 
should acquaint himself thoroughly with the plans and 
courses of study of his denomination. He should see to it 
that the courses of study best suited to his school are adopted 
and that some Teacher Training work is constantly carried on. 
In addition he will arrange for the examinations and for the 



ISome schools have, in addition to the departments herein named, what is 
equivalent to an Honorary Members' Department, composed of those teachers 
or scholars who remove from the school neighborhood and who, because of 
their past service or faithfulness in attendance, are entitled to special record. 
The school is the place of spiritual birth for many whose life's friendships are 
made there, and such a tie as this will bind them to past associations, the influ- 
ence of which is a personal force in their lives. The Superintendent or Secre- 
tary of such a department can invite the members to school reunions or special 
occasions, send them copies of the school paper and a birthday remembrance. 
In the great school at Stockport, England, over one hundred years old, four 
generations are sometimes found at the annual school homecomings, and the 
messages of previous members scattered abroad are read as part of the inter- 
esting exercises. The names of such a department should, of course, not be 
counted in the school enrollment. 

6 



86 THE SUPERINTENDENT AND HIS WORK 

certificates and diplomas, plan with the Superintendent for 
the public presentation of these with an appropriate service, 
select and procure the reference, specialization, and reading 
books which may be required, be constantly on the lookout 
for new candidates for training from among the growing 
young people, plan conferences and socials of such class or 
classes, and generally keep the classes stimulated for best 
work. 

The class or department should ordinarily form a part 
of the Senior or Adult session in its opening or closing exer- 
cises. A longer period than usual should be allowed them 
for the lesson. 

The books for the course might well be furnished stu- 
dents by the school as a part of the school supplies. This 
is done in many schools. 

The best method of starting class work in Teacher Train- 
ing is, as a rule, to take one or more classes as they come 
from the Intermediate Department, where the bulk of the class 
has promising material, and make of them Teacher Training 
classes, placing in their hands some one of the various courses 
offered under the auspices of the Board of Sunday Schools.^ 
When they begin the course at sixteen the Superintendent has 
opportunity of using them in service at eighteen, before their 
lives are absorbed in other things. Sometimes a class can 
be made up by selecting the best material from other classes, 
but it is frequently difificult to induce young people or their 
teachers to agree to separation where the ties are strong. 
It should be said that such a course as is suggested does not 
require an expert teacher. A teacher of average intelligence 
can by diligent effort keep ahead of her class. 

This is the solution of the question of teachers. In one 
school where such a department has been organized for 
twenty years, there are now at least four such Teacher Train- 



1 Address, The Board of Sunday Schools, 14 West Washington St., Chicago. 
Information, including printed announcements, will gladly be furnished with- 
out charge to any Superintendent. 



DEPARTMENT MANAGEMENT 87 

ing Sunday classes, with forty young people meeting on a 
week night besides, making an aggregate of about one hun- 
dred students. Recently seven girls from seventeen to 
eighteen years from one class began their service in the 
Junior Department, and most of them wanted boys' classes. 

Lesson Outline: 

I. The Cradle Roll Department. 
II. The Beginners' Department. 

III. The Primary Department. 

IV. The Junior Department. 

V. The Intermediate Department. 

VI. The Senior Department. 

VII. The Adult Department. 

VIII. The Home Department. 

IX. The Teacher Training Department. 

Bibliography: 

Wray, "The Beginners' Department." 
Williams, "Primary Problems, Principles and Prac- 
tice." 
Robinson, "Making Men and Women." 
Foster, "The Boy and the Church." 
Lewis, "The Senior Worker and His Work." 
Barclay, "The Adult Worker and His Work." 
Hazard, "The Home Department of the Sunday 
School." 

Topics for Special Study: 

1. Department management as related to the graded 

lessons. 

2. Department separation and school unity. 

Topics for Class Discussion: 

1. Name the inclusive ages of the different school 

departments. 

2. In what ways may the Cradle Roll be a valuable 

factor in school and Church up-building? 



88 THE SUPERINTENDENT AND HIS WORK 

3. Is a Bible class for mothers of the Beginners prac- 

ticable? 

4. Give the most important particulars concerning Pri- 

mary Department organization. 

5. At what age should memory work be most empha- 

sized ? 

6. What should be the supreme objective of the Inter- 

mediate Department ? 

7. What are four points for work with the Senior De- 

partment ? 

8. What is the secret of the success of the Adult class? 

9. What organization is necessary for the Home De- 

partment ? 
10. What are best methods for promoting Teacher 
Training ? 



CHAPTER VI 

PROMOTIONS, SUPPLEMENTAL AND HAND 
WORK 

I. Promotions 

I. Promotion Exercises. Regular promotions annually 
from department to department, and in schools of some size 
between the grades of a department, with exercises which 
are dignified and appropriate, are indispensable in well-or- 
dered schools. Promotion becomes an objective toward which 
scholars and teachers work, and adds dignity to the school 
as an institution, becoming equal in interest to Commence- 
ment in the public schools. To the exercises printed invita- 
tions to parents and friends may well be sent, and the Special 
Days Committee, by floral and other decorations and the erec- 
tion of graduation arches, can make it indeed a star day. In 
the departments where Supplemental work has 
Program jl^^^j^ undertaken, selections from such work 

should be a part of the department's promotion 
exercises, classes or sections of a department taking part 
in this. The hand work may be placed on exhibit. Scholars 
should read papers upon some Bible subject covered in the 
class work. Ecclesiastes 12 and selections from Psalm 118 
are excellent for Promotion Day use. The supplemental 
hymns memorized should be sung. It is the pastor's or 
Superintendent's place to make a brief address and present 
the certificate or diploma. 

In one school known to the author promotion plans are 
modeled after the public school graduations, and include a 

89 « 



90 THE SUPERINTENDENT AND HIS WORK 

class poem, a welcome to the new class, and the presentation 
of a class pennant; and in the evening a recognition service 
with the class history written up in a breezy way by a class 
member, the class roll call, an address to graduates, and pre- 
sentation of certificates with the class standing. 

While in some schools the scholars are promoted on 
merit as the result of examinations, written or oral, it is 
the usual custom to advance when the right age has been 

reached, giving certificates to all, but adding an 
The Basis of , . . • • i -,1 

Promotion honor seal for meritorious work, either some 

form of hand or supplemental work, or for spe- 
cial diligence in the study of the regular lessons, following 
a well worked out plan for the earning of such honors. 
There are many forms of these certificates in the market. 
Some schools give Grade Certificates to scholars when ad- 
vanced from one grade to another within the department, 
these certificates having seals for recognition of special work 
accomplished. Frequently the full graduation program is 
printed out for the school or departments, the names of the 
graduates appearing by departments with the names of the 
"honor" pupils starred. 

It will pay to make these exercises, the march, the pre- 
sentation of certificates, impressive and even spectacular in 
the best sense. Bibles may be given in the Primary Depart- 
ment as a promotion gift or award. In other departments 
a graduation flower may be pinned on each pupil as he leaves 
the department. The certificates may be tied in the school 
colors or in the International Division colors, green for Ele- 
mentary, blue for Advanced Division. The adults do not 
graduate. In Mr. Lawrance's school in Toledo the Pro- 
motion Day marches and processions through the seven 
arches, which correspond to the years of honor getting, are 
very impressive. Seals are added to the Raikes' diploma for 
scholars, and buttons and carnations presented. An evening 
is given to the service. In some schools the morning Church 
service is used for the graduation occasion, the classes or 

6 



PROMOTIONS 91 

departments responding, in the presence of the congregation, 
with the drill work on the Bible books, divisions and sub- 
divisions, Bible characters, recitation of Psalms and other 
selected Scripture. Bibles and certificates presented under 
these circumstances have added value. 

2. Time of Promotion. As to time of promotion, this 
is largely a question for local administration. Children's Day 
is chosen by many, as it coincides approximately with the 
public school graduations. Many find Rally Day, or the Sun- 
day following, as the best time, in order to avoid the summer 
break which at times occurs in the relationship between 
scholars and new teachers. 

3. Promotion Day in the Country School. For the 

small school in village or country Children's Day, Rally Day, 
or a week evening could be given to the exercises, parents 

and friends invited, and the place decorated with 
Suggestive ^jj^ ^^ ^^^ flowers. Assuming at least one class 
Small School ^^^^ ^^^ ^^^ Primary, Junior, Intermediate, 

Senior, and Adult Departments, even if but a 
few in a class, certificates tied in the colors suggested above 
could be given by the pastor or Superintendent to the mem- 
bers of a class when it passes from one department to the 
next. Recognition may be given to scholars for Bible and 
hymn memorizing work, and the recitation by individuals 
or classes of such special work will be an interesting feature 
of the occasion. Some drill work by the pastor or Super- 
intendent on Bible passages, Bible books, and Bible texts will 
be good, with a Commencement address or paper on some 
Bible subject by one of the scholars, and an impressive word 
by the pastor or Superintendent. 

II. Supplemental Work 

I. The Need for It. Part of a Superintendent's work— 
the very heart of it, indeed — is so to bring the Bible into the 
mind of the scholar by progressive drill and memory work 



92 THE SUPERINTENDENT AND HIS WORK 

in the different departments, that the scholar shall have both 
a personal acquaintance with Christ and a working knowl- 
edge of the Book by the time he has reached his last pro- 
motion. Only thus can we say we have any real success in 
our work. With this progressive Bible knowledge should 
go, in the appropriate departments, such instruc- 
of a Knowl- ^^^^ ^^ ^^^ progress of the general Church 
edge of the founded upon that Book, and in the work of 
Bible and of the denomination in which the life of the scholar 
the Church presumably will be spent, that some of the funda- 
mental facts of its history, belief, and practice, its Catechism, 
and some of its great hymns shall be known by the scholar 
as an equipment for efficient service. Junior and Interme- 
diate Epworth Leagues and Pastor's Classes sometimes cover 
some of this work, and should do it, especially for those in 
training for Church membership. This general body of in- 
struction we term supplemental work because much of it 
we do not get in the Uniform Lessons. 

2. The Graded Lessons and Supplemental Work. The 
International Graded Lessons bring in a plan of memory 
and hand work so correlated with the regular lesson that 
this supplemental work is naturally taught and in an order 
fitted to the age of the pupil. While with the full 
Platform graded plan requiring three or four differ- 
Emphasis ent lessons in a department in use, a uni- 
Upon impor- form supplemental review is not possible from 
tant Points ^j^^ platform, the Superintendent, if wise, can 
bring out by questions some of the salient memory work 
as to Scripture, hymns, and Bible structure in a way that 
will prove interesting and profitable. The written review 
of such work or individual oral examination will, of course, 
be a satisfactory method of testing it and can be made the 
basis of grade certificate or the yearly seal upon the Depart- 
ment Certificate. 

3. The Uniform Lessons and Supplemental Courses. 
Some form of supplemental work is essential. The Bible 



PROMOTIONS 93 

in the hands of the scholars, especially in the Junior 
Department, is necessary to this work. The International 
Sunday School Association has arranged the material for 
lessons supplemental to the Uniform Lessons for the Be- 
ginners', Primary, and Junior Departments for yearly grade 
work. Leaflet No. 12 of the Board of Sunday Schools gives 
these lessons in detail. 

4. Supplemental Lesson Time. As to time for these 
lessons, five to ten minutes in a period preceding the regular 
lesson is suggested. This time should be taken from the 
exercises rather than from the regular lesson. While it may 
seem difficult to get in this Supplemental Lesson, it will be 
time saved in the end because of the larger interest it will 
develop in Bible study. The Superintendent may review the 
Supplemental Lesson in a three-minute drill following the 
lesson period. Into this drill period may come some of the 
Bible drill work suggested in a later chapter. Sometimes the 
supplemental material can be utilized profitably in the review 
of the regular Uniform Lesson. 

5. Examinations. Semi-annually or annually the pupils 
may be given an oral or written test in the supplemental 
and Bible work to determine whether they are entitled to 
honor seals upon their promotion certificates. Scholars will 
work hard rather than miss this honor, especially if stress 
is put upon the promotion occasion. 

6. How to Inaugurate the Work. Where a school has 
not undertaken any systematic supplemental work a com- 
mittee of the officers and teachers should be appointed to 
examine carefully the several plans, adopting one or adapting 
to the local needs. Appoint a superintendent to supervise 
the work and place the outlines in the hands of the scholars 
above the Primary Department so that they may clearly 
understand the work required. The related subject of Bible 
platform drills will be taken up in another chapter. 



94 THE SUPERINTENDENT AND HIS WORK 

III. Handwork i 

Hand work is the expression of the lesson and Bible 
truth through map making, model forming, compilation of 
scrap and note books, and decorative and illustrative work, 
so that the lessons and the Bible become real to the scholar. 
In bringing hand work into the Sunday school we are simply 
The Object l^^^eping in step with, or rather a step behind, 
and Purpose the day school, and we are utilizing for impress- 
of Hand ing the lesson facts and truths a method already 

'^^^^ familiar to many of our scholars. Scholars at- 

tending country Sunday-schools may not have the advantage 
in this respect possessed by the city child, but the Sunday- 
school teacher can easily win a new interest in the lesson 
by adopting some of the plans suggested, for it does not 
require a trained teacher to do this work. 

It is first necessary for the Superintendent to get well 
acquainted with the subject by reading up on it, notably 
"Hand Work in the Sunday School," by Milton S. Littlefield 
(Eaton & Mains, New York). By so doing he can not help 
but realize its large value in holding, interesting, and training 
the pupils. The appointment of a committee would be next in 
order to canvass the literature and report a working plan. A 
day school teacher on such a committee and as supervisor of 
the work would be helpful. 

I. The Argument for Hand Work, (a) It follows the 
law that impressions are not made definite excepting by ex- 
pression, (b) It helps the scholars. They like it. It pro- 
vides a channel for expression through their 

Definite "finger tips" and gives them an added respect 

^A^avs 

of Help ^^^ ^^^ Sunday-school as an educational insti- 

tution. The Bible is made a real Book, as its 
characters, events, and lands are put in concrete form, (c) 
It helps the teacher by giving a new educational channel for 
the lesson truths, secures the interested co-operation of the 
scholar, and gives a new point of contact with the scholar's 



PROMOTIONS 95 

life, Sunday and week-day. (d) It projects the lesson into 
the week and secures a larger home interest than any other 
method, (e) It helps to larger attendance and better order 
because of a more intelligent interest, (f) It leads to larger 
spiritual results, for knowledge must precede choice if the 
latter is to be effective. 

2. Important Particulars. To answer general queries 
we may say : (a) The material selected for map work, model- 
ing, and other hand work may also be used to illustrate the 
current lessons, (b) The time spent upon such work as map- 
making in the school is not lost, for it lays the foundation 
for many subsequent lessons in locating places, persons, and 
events. This geography work may illustrate current lessons 
and is a definite part of good teaching, (c) The exhibit 
of work affords also a fine opportunity for a parents* 
evening, (d) It does not require an expert. One teacher 
informed as to the plan, and with some illustrative material, 
such as is suggested in ''Hand Work in the Sunday School" 
and in "Budget of Manual Work" (Preston Fiddis, Balti- 
more) or "Manual Methods of Sunday School Teaching'* 
(Richard Morse Hodge), can be used to meet and train 
other teachers in all the required work, (e) Begin with 
one class. The new interest in that class will cause attention 
and the adoption of the work by others. In one large school 
this was the method. The class met once on a week night 
at the home of the supervising teacher with blank book and 
the Sunday School Lesson Pictures. Thereafter all that 
was required was the supply of the pictures and occasional 
suggestions, (f) The bulk of the work is accomplished at 
home, the teacher or supervisor placing on Sunday a seal on 
the accepted work, (g) The expense of the work can be 
made moderate. The material can be gradually acquired, (h) 
It should be emphasized that hand work, to be of service, 
must be kept tributary to the lesson and must issue in spir- 
itual results and more intelligent service. And this is the 
usual outcome of its application. 



96 THE SUPERINTENDENT AND HIS WORK 

3. The Outfit Required. A manual room, if possible, 
fitted out with sand table, blackboard, chairs, topographical 
and relief maps of Palestine, Sinaitic Peninsula, and Jerusa- 
lem; cabinet for supplies, stereograph and Palestine pictures, 
models of Oriental house, lamp, tabernacle, water bottle. 
Eastern garments. To this room classes may be taken for 
instruction and examination. Samples of their work will 
decorate the walls and tables. Other materials required will 
include blank books, ruled note-books, and letter sheets; 
crayons, modeling clay, pulp, putty and plasterine, inks (all 
colors), book covering, paper in gray, brown; Bible and 
lesson pictures for illustrative purposes, scissors, drawing 
paper, small outline maps; Bible dictionary showing models; 
Bible geography for maps; paste and brushes. A valu- 
able list of best supplies and where obtainable can be found 
in Leaflet No. 15 of the Board of Sunday Schools. 

4. Note-book or Written Work. In the Primary De- 
partment and lower Junior grades hand work will take the 
form of scrap-book work, done sometimes in a part of the 
school session, but usually at home. 

In the upper Junior and early Intermediate grades this 
note-book work will expand to include the drawing in crayon 
or ink of lesson illustrations, the fuller expression of the 
lesson story in writing, the use of outline maps colored, and 
with lesson points located, and the artistic decorating of 
covers for the completed books with crayon and choice pic- 
tures and illuminated borders and initial letters. The lesson 
note-book may become a class book, each scholar weekly 
in turn contributing the lesson story and illustrations. His- 
torical note-book work will have its special appeal to the 
upper Junior, and the Intermediate grades. This would 
include narrative work, the study of the Bible by periods, 
the analyzing and summarizing of events in connection with 
maps. There is a series of outline maps published for this 
purpose. Any outstanding Bible character, or reign, or dis- 
tinct historical period could be treated in this way, the facts 



PROMOTIONS 97 

being concretely stated or outlined and the maps marked 
accordingly. 

5. Modeling Work. As related to the making of relief 
maps this will require clay, putty, pulp, or plasterine. A 
cheap method of providing material is to take newspapers, 
torn in small pieces not over one inch square, pour over 
boiling water, let stand for four or five hours, and work over 
with jagged end of a board until the fiber is smooth, then 
drain off water. In making relief maps use board trays 
75^ X 10 inches, forming the map over an outline and show- 
ing villages, mountains, lakes, and plains, and when dry re- 
move and glue on cardboard. The rivers and cities can be 
shown in red ink. This will be fascinating work for the 
Juniors. Sand map modeling is another method of interest. 
Oriental water pots, lamps, wells, tombs, are other model 
forms for Juniors. These models may be found at Sunday 
school supply houses. In the Intermediate, higher forms of 
work should be tried, such as an Eastern sling, sword, san- 
dals, sheepfold. Oriental house, tent, Oriental dress, and a 
turban. A plan suggested for Seniors is to make working 
drawings of Solomon's Temple, the Tabernacle, Bible imple- 
ments, and so forth. 

6. Hand Work Exhibit. The material in all grades 
should be gathered by the Manual Superintendent or Super- 
visor and arranged in an interesting Annual Exhibit, parents 
and friends invited, and papers relating to the subjects pro- 
duced read by the scholars. This may all form a part of the 
promotion or graduation service. The Manual room or 
school museum should secure the best of the results for per- 
manent exhibit. 

7. Hand Work and the Graded Lessons. With the 
graded lessons it is planned that the hand work, such as his- 
torical geography and note-book work, be applied with the 
lessons as they develop. There may be needed an occasional 
session for geography work that shall be broadly introduc- 
tory, or the preparation of an essay, such as "The Roman 

7 6 



98 THE SUPERINTENDENT AND HIS WORK 

Empire as a Preparation for Christ's Coming/' for older 
classes, or some special portfolio work or modeling work 
of maps or objects. In the Intermediate Graded Lessons, 
which apply to high school scholars who are busy with their 
school tasks, the hand work is reduced to a minimum. It 
covers two things : (a) To construct an event map giving a 
summary of events to form the basis of class discussion, fol- 
lowing a model in the teacher's book, and (b) To construct 
a character analysis following a suggested outline. 

Lesson Outline: 

I. Promotions. 

1. Promotion Exercises. 

2. Time of Promotion. 

3. Promotion Day in the Country School. 
II. Supplemental Work. 

1. The Need for It. 

2. Graded Lessons and Supplemental Work. 

3. The Uniform Lessons and Supplemental Courses. 

4. Supplemental Lesson Time. 

5. Examinations. 

6. How to Inaugurate the Work. 
III. Hand Work. 

1. The Argument for Hand Work. 

2. Important Particulars. 

3. The Outfit Required. 

4. Note-book or Written Work. 

5. Modeling Work. 

6. Hand Work Exhibit. 

7. Hand Work and the Graded Lessons. 

Bibliography: 

Littlefield, "Hand Work in the Sunday School." 

Topic for Special Study: 

I. Hand work in the public schools.. 



PROMOTIONS 99 

Topics for Class Discussion: 

1. What should be made the basis for promotion? 

2. How should supplemental and honor work be recog- 

nized in promotions? 

3. What interesting features may be introduced in 

promotions ? 

4. Should the teacher be promoted with the class? 

5. Why is supplemental work necessary with the Uni- 

form Lessons ? 

6. What are a few essential items in Supplemental 

work in each Department? 

7. What is the purpose of Hand Work? 

8. What are some advantages in its use in the Sunday- 

school? 

9. What one feature of Hand Work may apply in each 

Department ? 
10. The use of Hand Work with the graded lessons. 



CHAPTER VII 
PROGRAM AND SESSION 

I. The Program 

1. For whom planned. Some to-day advocate the plan 
of complete separation of Departments, the entire time of the 
session being given to each Department to adapt the exer- 
cises as to length and character to the age and interests of 
the scholar. A few schools are doing this. It is imprac- 
ticable in many others, owing to lack of facilities. Many 
Superintendents prefer the assembly of all the school in a 
general session as a method of unifying the school. Some 
combine several Departments for opening or closing, or both. 

We do not attempt to outline a separate program plan 
for each Department. The principles and general points in 
program making given here are applicable to all Depart- 
ments, and can be used in connection with the suggestions as 
to Department needs referred to under "Department Organi- 
zation.'' 

2. Program making. A Superintendent should come to 
the session with the last item set out on paper, the program 
thought over, prayed over, and almost dreamed over. Not 

that a program should be so iron-clad that a 
Prepared in change can not be made in it. Changes will fre- 
quently be necessary, and often sudden. But 
there should be a backbone to it, and a purpose singing its 
way clear through to the last moment — the song does not 
come unless the constituent notes have been worked over at 
home into harmony. A Superintendent should give to his 

100 ^ 



PROGRAM AND SESSION lor 

program making as much time as he expects his teachers to 
give for effective lesson preparation. 

3. Purpose of the program. 

(a) To develop and climax the lesson truth. Songs, 
prayer, Scripture, review, all must conserve this. This is 
the golden thread giving unity to the service, the motif of 
the music appearing again and again, haunting the spirit 
after the day is over, and issuing in conduct and service in 
the scholar's week life. It is no easy or light matter to select 
the material, to form the prayer, to mold the session, so that 
this result shall be produced. It is controlling and directing 
the various streams into one channel for a "power stroke" 
rather than allowing these streams to spread out in planless 
waste. 

When a Superintendent is directing the session where the 
Graded Lessons are used and the grades are meeting in one 
room for opening or closing exercises, the service may be 
constructed about a worship theme in which all may take 
part, and the Departments and grades may be called upon for 
recitation of grade tests or for a song or some form of the 
Supplemental work which they are pursuing. 

(b) To secure co-operation. This will require that the 
scholars and teachers be given some part in the program from 
the word "Go," that the exercises have brightness, variety, 
dignity, swing; that an atmosphere of interest be generated. 

4. Program divisions. These are four: 

(a) Worship. This will include the opening service of 
song, response. Scripture reading, recitation of Scripture 
portions, and prayer. Cheer, reverence, vigor should char- 
acterize this. 

(b) Business. Includes essential announcements and 
statements of interest to all. Brevity, brightness, unusual- 
ness is needed here. Many schools place this item after the 
lesson. It has always seemed to the writer that all matters 
of business should be disposed of before the lesson session 



102 THE SUPEklNTENDENT AND HIS WORK 

so that the effect from the time of reassembling should be 
cumulative for definite spiritual results. 

(c) Instruction. This includes the lesson reading, supple- 
mental and drill work, and lesson study. 

(d) Impression or inspiration. This embraces the song 
following the lesson, show of Bibles, the word of review, 
prayer, closing song, closing Scripture verses, benediction, 
silent prayer with bowed heads while the instrument or or- 
chestra plays softly some prayer song. 

This general order should be adhered to as including 
fundamentals of the service. There is opportunity for large 
variety within these general divisions of the program. 

5. Cardinal features of the program. 

(a) Prayer. Not always by the Superintendent. The 
pastor, Assistant Superintendent, or a teacher may be asked 
to pray, but should be notified a week in advance that careful 
thought may be given the prayer. It is a beautiful sight to 
see a school kneel during prayer. This is the custom in some 
schools, particularly in Canada. Some schools pray standing. 
Reverence in prayer comes largely through the 
Qualities teacher*s example. The strength, rather than 

the length of the prayer counts for most in the 
Sunday-school. The one praying should keep in mind brev- 
ity, directness, naturalness, the avoidance of "holy tones," the 
presentation of specific needs. The sick scholar or teacher, 
the sorrow-touched home, the tempted life, the new scholars, 
the departing workers, the missionary and mission work 
should be included in the petition. The prayer should be 
heard by all, and petitions for the same things expressed 
differently on different Sundays. There should be brief 
silent prayer, or vocal prayer possibly chanted, at opening 
and close. The Episcopal Prayer of General Thanksgiving ^ 
may be repeated by all as a part of the opening service. The 
Gloria or Lord's Prayer chanted following the general prayer 
at the close of the opening service of worship, would be 
found effective. Occasionally have several brief prayers at 

6 



PROGRAM AND SESSION 103 

regular or special times by officers or teachers who can pray 
briefly and to the point. Prayer verses may be distributed 
to half a dozen and the petitions read, followed by the Lord's 
Prayer sung or repeated. 'The Superintendent's Book of 
Prayer," Pell, has suggestive prayers for each Sunday and 
for special occasions. 

(b) Announcements and reports. To give these well re- 
quires an advertising instinct, a clear voice, and such famil- 
iarity with them that the outstanding facts can be stated, not 
read. There may be an officer or teacher who can do this 
work better than the Superintendent. If so, use him or her 
for this. Long notices should be posted on the Bulletin 
Board, and brief reference made to them from the desk. 
Sometimes have scholars repeat an important notice. Put 
them occasionally in form of a question. Notices for a very 
few should not claim the attention of all. Variety may be 
cultivated by such items as the pastor's morning text, names 
of honor pupils, introduction of new teachers and scholars, 
Bible bringing improvement, prompt attendance, school 
growth, campaign for new members. The teachers' roll 
should not be called in the session. Reports of attendance, 
Bibles, and collection should be posted on blackboard or 
attendance board, and not read by the secretary unless there 
is something of particular interest to say. 

(c) Lesson reading. Encourage reading the lesson from 
the Bible. There are many methods to give vitality and in- 
terest to the lesson reading. This is the more necessary as 
many scholars come to the session with absolutely no knowl- 
edge of the lesson or its location. Instead of the alternate 
verse method usual with many schools, occasionally have the 
entire lesson read through by a class or by a scholar or 
teacher with good reading ability, or by all the boys or the 
girls or the teachers; or the Superintendent could alternate 
with sections or Departments ; or the Superintendent, teach- 
ers, girls, and boys could read the verses in turn. In smaller 
schools a scholar or a class or a teacher might be called on 

6 



104 THE SUPERINTENDENT AND HIS WORK 

suddenly to read the. next verse. Or, the leader could read a 
part of the verse to a natural break or before an important 
word, then pause, and the school take it up, or the Superin- 
tendent could read the question in the verse, the school read- 
ing the answer. The value of the change of method is that 
expectancy is created, and the lesson more deeply impressed. 

(d) Music, the Review, Blackboard Work, Object Teach- 
ing, the Bible Drill, Supplemental Work, important parts of 
the Superintendent's platform and program work, are treated 
elsewhere in this book, owing to the limits of this chapten 

6. Printed programs. There are many excellent open- 
ing services which a school can use which will help in 
varying the exercises, emphasizing themes and special days, 
notably those in the new Methodist Sunday School Hymnal. 

A good plan is for each school to make up its own pro- 
gram, prepared to fit its local needs and arranged so that 
those for whom it is prepared will have a designated part. 
Start with one program, a general one, or build about a 
theme, and have it printed on stiff cardboard with rounded 
corners. Call it Order of Service No. i, and use for a quar- 
ter. A second service can be printed on the reverse side, if 
desired, giving two for use. Enough should be printed for 
each scholar and for a reserve supply, as these services are 
likely to be in use for years. Add other services year by 
year until a good variety has been secured. From time to 
time make a change of program. These services should 
include several strong hymns, and the theme arranged 
sometimes with subdivisions developed by careful Scripture 
selections; such themes as "The Law of God," "Beatitudes 
of the Kingdom,'* "Christian Warfare," "Temperance," and 
"Missions" may be treated. Or some hymn like Matheson's 
"O Love that will not let me go" may be used with Scrip- 
ture setting. 

7. A Program Committee. Some schools have such a 
committee to plan the first ten or fifteen minutes of the pro- 
gram or to secure special features for other parts of the pro- 

6 



PROGRAM AND SESSION 105 

gram or for special days. Such committees may call upon 
classes to be responsible for the prayer for certain Sundays, 
the chairman of the Program Committee conducting this 
opening service. While such a committee may be of service 
to a Superintendent as a co-operating committee to ascer- 
tain and secure special talent, the program in its forming and 
conduct should be kept in the hands of the Superintendent, if 
it is to produce a result in harmony with the lesson thought. 
Entertainment as such should be excluded from the plan of 
program making. The interest should be generated around 
the lesson theme. This is peculiarly the Superintendent's 
responsibility, and the ordinary Program Committee or class 
can not be trusted, without careful guidance, to meet this 
need. 

8. School speakers. He is a wise Superintendent who 
knows when not to invite certain visitors to address the 
school. He is a protector to his school as well as leader. 
To "children" your grown up young people is to drive them 
from the school. There are speakers whose message will 
not subtract from the lesson impression, who may deepen 
that impression, and whose standing and personality will 
make them welcome. Men worth having will always regard 
the time limit of the program, will bear in mind the lesson 
theme, or the theme of the day, if a Special Day, and will 
stop v/hile you are wishing for more. 

9. Patriotism in the program. When the lesson teaches 
it, and on certain special days, patriotism has a distinct place 
in the Sunday school. Love of country and service to that 
country in every line that shall make for its uplift should be 
a part of genuine religion. The Superintendent should pray 
for his country, and its flag and the Christian flag should 
frequently be seen together in the school decorations. An 
interesting service, in the Junior Department especially, once 
a month, is for the Christian and the national flags to be 
brought to the platform by two boys, the Department stand- 
ing. The boy holding the national standard repeats with the 

6 



io6 THE SUPERINTENDENT AND HIS WORK 

Department the pledge of allegiance used in the public 
schools. Then pointing to the Christian flag all say, "I pledge 
allegiance to my flag and to the Savior for whose kingdom 
it stands, one brotherhood uniting all mankind in service 
and love/* 

10. Special days. Programs for "Special Days" will be 
considered under a chapter bearing that title. Such days 
give variety to the school program. Care should be taken 
that such programs do not crowd out the lesson of the day. 

11. Launching the lesson. Some Superintendents have 
wisdom enough to save the teacher's time by "launching the 
lesson" just before its class study, that is, to give its connec- 
tions or setting as related to the previous lesson so that all 
should start at the lesson content. When briefly and well 
done this is effective, but it has its element of danger in that 
too much may be said, the teachers robbed of time, and the 
"bones" only of the lesson handed to the teacher for picking 
over. 

A suggestive word at the school opening may sometimes 
be helpful in tying the title of the lesson or its central thought 
to the theme of the opening exercises or to some hymn 
used, but such words must be few and only occasional. A 
blackboard suggestive thought or question may help to build 
up to the lesson thought. Just before dismissal a suggestive 
question relating to the lesson of the following Sunday may 
serve to stimulate the week's thinking in preparation for 
that service. 

12. Division of time. Assuming one hour to be the 
length of the session, a fair division of time would be to al- 
low for the devotional exercises, Bible or supplemental drill, 
and lesson reading fifteen minutes, lesson study thirty-five 
minutes, closing exercises ten minutes. The time should be 
longer. Some schools are able to give an hour and a quarter 
to an hour and a half. The time is surely coming when the 
sessions of the school will be held generally in the afternoon, 
which affords adequate time^ or in the morning, the Church 

6 



PROGRAM AND SESSION 107 

combining with the Sunday-school in making the entire 
morning period the Bible Study Service of the Church. This 
will solve more than one problem, and is warranted by the 
magnitude of the Sunday-school opportunity, and the educa- 
tional work to be accomplished. 

13. Program outline. This is purely suggestive, with 
this to be said, that its features have been all practically 
worked. 

(a) Orchestra or other musical prelude. To be con- 
cluded at the moment set for opening. Then doors to be 
closed and not opened until the singing of a hymn or the 
completion of the opening service. All talking and moving 
about to cease. 

{h) Silent prayer. This may be followed by sentences 
chanted softly. 

(r) Scripture and hymns in order of service for the day, 
or selected Scripture, recited or read. The ist, 8th, 23d, and 
24th Psalms and the Beatitudes are frequently used. Use 
hymns expressing the lesson theme. 

{d) Prayer J followed by Lord's Prayer chanted by school, 
or the Gloria, or the Episcopal Prayer of Thanksgiving. 

{e) Hymn. 

if) Recitation of school motto and aim, memory texts, 
Bible drill, or supplemental work. 

{g) Announcements. 

(h) Lesson reading. 

(i) Lesson study. The offering and class marking should 
be accomplished in the first few moments, and the envelope 
and book be placed at a point convenient to the secretary, 
who should collect without disturbance of classes. When the 
school time permits it, the marking of offering, class supple- 
mental work, and incidental class business may be given five 
minutes following ''d" or ''e," especially when the teacher's 
supplemental lesson comes at that point. This would leave the 
lesson session undisturbed for lesson study or discussion. 

6 



io8 THE SUPERINTENDENT AND HIS WORK 

(;) Five minute warning signal 

(k) Hymn following brief orchestral or musical prelude 
or processional to bring classes into room. 

(/) Lesson review. 

(m) Special features. 

(w) Closing sentences. 

(o) Closing prayer song. 

(p) Benediction. 

(q) Orchestra or instrumental prater song played softly, 
the school remaining with bowed heads until its conclusion. 

14. General suggestions for platform. Be positive, not 
apologetic. See that the platform is at the right angle as to 
light. Keep the program moving. A lost minute is a lost 
audience. Keep your hand on the throttle valve. "Smile 
The Super- ^^^ ^^^ world smiles with you.'' Remember 
intendent that scolding and scalding are only different by 
Before the one letter. Commendation is the better weapon. 
School j3q ^^^ ^^ sentimentally "mushy." Manly, 

"straight from the shoulder" talking counts, but it should 
come straight from the heart, too. Command yourself, and 
you will command the school. Never talk against disorder. 
The last person in the room, unless deaf, has a right to hear 
you. Details should have been so thoroughly arranged that 
the Superintendent should not be needed at his desk until 
the moment of starting. And his coming should mean busi- 
ness. Adapt program to weather. Sing bright songs on dark 
days. Use other people at times, at points where they can im- 
prove upon you. Have at least one surprise feature on the 
program each Sunday. Use recitations by scholars sparingly. 
An occasional recitation by teacher or scholar of some strong 
selection that will light up and impress the lesson is "O. K." 
A solo, duet, or quartet, with the right selection, will have a 
fitting place. A school choir for special chants is recom- 
mended. Have some reserve hymns in readiness. Remem- 
ber "Worship is a life, not a ceremony." Advertise special 
features of program and lesson subject occasionally by a 



PROGRAM AND SESSION 109 

neat monthly card. Emphasize a monthly rally program and 
missionary and temperance days. The "Summer Session'' 
and "Special Days" programs are considered later (see page 
257, 22 if.) Ideas and plans for birthday recognition and wel- 
come service to new scholars appear under "Scholar," (on 
page 163). 

II. The Session 

1. Before the session. Anticipate. That means a Su- 
perintendent at the school a half hour before the program 
starts, loaded with his Bible, his program, and sundry writ- 
ten messages to superintendents, teachers, and scholars, the 
product of his home planning, relating to the work of the day 
or to a score of things touching the personal life or the 

school's upbuilding. He comes from his knees 
Preparation ^here he has met the Master, and those whom 

he greets know it. The Bible and program are 
placed on the desk ready for service. The messages are 
gi-ven to the secretary or the aides or pages for distribution. 
He then is free to greet teacher, scholar, the stranger, and 
the new scholar, to commend an early class, encourage a new 
teacher, welcome the sick scholar returned. The Friendly 
Grip Committee, the ushers and assistant superintendents, 
each having their prescribed work, are co-operating. He will 
see that such details as heating, ventilation, distribution of 
class boxes or books, song books, and orders of service, the 
posting in a conspicuous place of the Hymn Board with num- 
ber of the service for the day, is attended to, or that one of his 
assistants is charged with the responsibility of these details. 
A ten-minute prayer service with cabinet or teachers before 
the session has been found a source of help in developing at- 
mosphere. 

2. Prompt attendance. We are touching a sore spot, 
the trial of many a Superintendent. The following methods 
have been tried with success to bring scholars and teachers 
on time. Have a ten-minute song service before the opening. 

6 



no THE SUPERINTENDENT AND HIS WORK 

Practice rising and sitting during this time. Give ten min- 
utes before the session to day stereoscopic views of the Holy- 
Land or missionary fields. This day stereoscope may be used 

to throv- hymns upon the screen, or to show a map 
Means of ^f ^^^ lesson location. "Prompt" tickets, the "On 
Promptness Timers' Club,'* special marks and even rewards, 

class "Prompt Attendance" contests, praise for 
punctuality, all these help. Pull every string possible by private 
talk and public commendation to get the teacher there five 
minutes before the session. That will help the scholar's at- 
tendance. One Superintendent helped promptness by distrib- 
uting to all as they entered, previous announcement having 
been made, a white envelope not to be opened until called for. 
During the session he asked those whose envelopes enclosed 
white cards to arise, then those whose envelopes held red 
cards, announcing as the latter arose, "These are the people 
who came late this morning," to their surprise and amuse- 
ment. The late list in that school was reduced nearly two- 
thirds. For permanent results the method that will win out 
is to begin on time and with exercises that all know will have 
variety and strength. Close the doors at the moment the 
school opens, and do not reopen until the close of a song or 
the completion of the opening exercises. When the late com- 
ers file in let the school wait in silence until they are seated. 
When the Superintendent is close to his teachers and schol- 
ars, his suggestion, example, and a good program will bring 
results. 

3. School order. Reverence is at the heart of order. 
Order is dependent for its maintenance upon the home train- 
ing of the scholar, the teacher's example, the character of the 
Reasons program presented and its conduct, and upon the 

for Disorder personality and will of the Superintendent. Or- 
and How der is not a question of policing. Order pro- 

to Cure It cured by this method will form no setting for 
character impressions. It can not be produced by the bell. 
A boy in a certain Sunday school was asked why they came 

6 



PROGRAM AND SESSION in 

to order with the fifth stroke of the bell and not with the 
first or second, and replied, "Oh, we were waiting for the 
fifth; he always rings five times." The pin drop plan is a 
poor method. Some pin drops have been the signal for suc- 
ceeding pandemonium. Order is not produced by demanding 
it or shouting for it. That discounts the Superintendent, and 
the echo of that shout takes long to die. Order is well regu- 
lated activity ; not repression, but interested expression ; and 
the Superintendent's job is to keep the channel open, to keep 
the machine well oiled with love and prayer, so that it runs 
and makes for power. An occasional frank, loving, school 
talk about order, a private talk with teachers, the co-opera- 
tion of a school committee on order and exercises with a 
member in each class will help. At the school opening, after 
prelude by orchestra or instrument, or upon a clear signal 
from the piano by chords, the Superintendent should arise 
and in perfect quiet of manner, perhaps with uplifted hand, 
and with eyes that search the unquiet spots, wait for perfect 
silence. Then wait with bowed heads in a moment of silent 
prayer, followed by a chant or a sentence prayer. This 
method will secure an orderly opening. Then keep the exer- 
cises moving. But at no time talk against disorder. This is 
the ruin of order. A school will soon learn the Superintend- 
ent's will, and then only an occasional suggestion may be 
required. The disorderly boy may be reached by a private 
frank talk, and by giving him something to do. Isolation 
in teaching, or demoting him for a Sunday, may work 
a cure. It should rarely be necessary to expel from ses- 
sion. A Superintendent's personal interest in some week-day 
occupation of the boy will usually prove effective. The late 
and talking teacher is more likely to be at the heart of dis- 
order than the boy. 

4. During the session. The pastor and, occasionally, 
visitors should find a place upon the school platform. The 
new scholar is recorded by the secretary and assigned to class 
by the Assistant Superintendent, following the scholar's 

6 



112 THE SUPERINTENDENT AND HIS WORK 

choice when in accordance with the grading plan. Scholars 
assigned are then referred to the Visiting Committee. The 
substitute superintendent will have the places of absent teach- 
ers filled from the substitute list, or occasionally from 
competent visitors. During the lesson the Superintendent will 
keep in circulation, watching and mending weak 
Supervision points. He sees that teachers are protected from 

During the . . . . , _ . , 

Session mterruption, visits the Departments without in- 

terfering with their program, drops into a class 
of restless boys with a smile and story that will relieve ,the 
teacher's tension and drive the lesson home, listens for a 
moment to a class teacher, sees a class that needs readjust- 
ment as to place, notes a dwindling class and ascertains the 
cause, consults with an assistant as to class and manage- 
ment problems. Better divisions of the classes may be neces- 
sary for best teaching results. Occasionally an entire change 
of seating will tone up the school. 

5. The school visitor. A welcome surely for him by the 
Stranger's or Friendly Grip Committee, a place in the visit- 
or's chair, the inscription of the name in the Guest Book 
with address and office occupied, if any. Then may follow 
a tour through the Departments, so that classes will not be 
interrupted. The visitor should be given the facts as to the 
school workings, and informing printed matter. A card or 
letter should be mailed on Monday expressing the school's 
pleasure in the visit, and inviting to school membership or a 
further visit. A follow-up visit to the home would be a good 
return call. *'Once a visitor always a friend," or it is the 
school's fault. A school may correctly be judged by its atti- 
tude to the stranger. The methods or lack of methods in 
some schools on this point would ruin a secular business if 
applied there. 

6. Dismissal. The organization of the processionals 
and recessionals of the session is important, especially where 
Departments or classes meet for the opening exercises, retire 
for lesson purposes, and reconvene for the closing service. 

6 



PROGRAM AND SESSION 113 

The electric bell is here of service in giving well understood 
signals as to rising, forming in line, and marching. Piano 
signals are good, but the music should not be of the two-step 

order, but some good hymn written in march time, 
of Closing possibly sung by all present as the classes march. 

In the recessional it has been found helpful to 
organize the returning classes as companies with captains or 
sergeant-at-arms who are seated next to the aisle. They rise at 
first signal and the classes at the second, making a dignified and 
orderly retirement, and returning after the lesson in the same 
form. In the final dismissal the same form may be used, 
scholars returning for any special conference with teacher or 
Superintendent. Dismissal by classes and sections can be 
well arranged. An effective dismissal is secured by the 
plan, suggested under "Program," of a closing sentence, 
benediction, and a prayer song played by instruments, with 
scholars seated or standing and with bowed heads ; or fol- 
lowing the final song the members bow their heads at the 
uplifted hand of Superintendent, and after a moment's silence 
the instrument plays softly a prayer song. This will make 
for a quiet dismissal. The distribution of school papers 
should be accomplished as the members file out, and not during 
the session. If the Superintendent expects teachers and schol- 
ars to be at school on the minute of opening, they have a right 
to expect him to dismiss on the minute of closing time. Oth- 
erwise the effect of the session will be lost upon some. 

7. After the session. A Superintendent who is not busy 
for some time after the service has likely lost some oppor- 
tunities for personal service. He should be at the platform 
to greet new scholars and visitors with a cordial handshake 
for all. He has doubtless sent messages before the session 
to different scholars, teachers, or officers to meet him after 
the session on special business. He has an inquiry of a scholar 
as to teaching service, or a word of tender interest as to de- 
cision for Christ, possibly a prayer for the scholar. A com- 
mittee is to be met, or an executive session held. Letters on 
8 6 



114 THE SUPERINTENDENT AND HIS WORK 

school matters may be dictated to the school stenographer. 
A twenty-minute teachers' or scholars' prayer and testimony 
service may be planned for. Many precious results have 
been secured in such little meetings. On many a Sunday as he 
goes to his home he will have a new and sweet understanding 
of the weary Christ who gave His uttermost to men. 



Lesson i 


Outline: 


I. 


The Program. 


I. 


For whom planned. 


2. 


Program making. 


3. 


Purpose of the program. 


4. 


Program division. 


5. 


Cardinal features of the program. 




(a) Prayer. 




(b) Announcements. 




(c) Lesson reading. 




(d) Music. 




(e) Review, supplemental work, etc. 


6. 


Printed programs. 


7. 


A Program Committee. 


8. 


School speakers. 


9. 


Patriotism in the program. 


10. 


Special days. 


II. 


Launching the lesson. 


12. 


Division of time. 


13. 


Program outline. 


14. 


General suggestions. 


II. 


The Session. 



1. Before the session. 

2. Prompt attendance. 

3. School order. 

4. During the session. 

5. The school visitor. 

6. Dismissal. 

7. After the session. 



PROGRAM AND SESSION 115 

Bibliography: 

Lawrance, "How to Conduct the Sunday School." 

Topics for Special Study: 

1. The supplementary week-day session. 

2. Sunday-school programs. 

Topics for Class Discussion: 

1. What is the chief purpose of the program? 

2. What are its four main divisions? 

3. Should prayer in the Sunday-school be spontaneous 

or prepared? 

4. Give several plans for lesson reading. 

5. Give the chief items in a well-balanced program. 

6. How may a Superintendent create atmosphere and 

success for the session? 

7. How can he best employ his time in the lesson 

period? 

8. What shall be the division of time of the session? 

9. State the most important points concerning the work 

of the Superintendent during the session. 



CHAPTER VIII 
INSTRUCTION FROM THE PLATFORM 
I. Bible Drills 

How to get the Bible into the memory and life of the 
scholar is an important element in our task. Part of the 
task belongs to the teachers and part to the Superintendent. 
Value and Possibly the verses and facts that stick longest 
Methods are those that come through effective platform 

of Platform drills, and just here the Superintendent can be a 
Bible Drills helper to the teacher. This drill work may and 
should include the supplemental work which is treated in an- 
other chapter, or it may include other material, and should 
be done as a part of the supplemental drill work where the 
drill material does not form a part of the opening devotional 
exercises. The blackboard will be a valuable accessory in 
the use of diagrams and outlines. A Bible drill presupposes 
the Bible in the hands of the scholars. This may not mean 
the exclusion of the Quarterly from the school session, for 
it may have its use in matters of reference, but the Bible 
should be given prominence in use. One of the school ob- 
jectives should be "A Bible in the hands of every teacher and 
scholar," certainly of all scholars above the Primary Depart- 
ment. Many schools have made this their ideal, and wonders 
can be accomplished by persistence. These suggestions are 
made to help bring this about. 

I. Methods to encourage Bible bringing, (a) Bring 
your own Bible and use it. (&) Ask the teachers and schol- 

ii6 « 



INSTRUCTION FROM THE PLATFORM 117 

ars to bring and use theirs in the lesson reading and study. 

(c) Present Bibles in the Primary Department as awards. 

(d) Sell to those who have not so earned them, if necessary 
below cost, (e) Have a show of Bibles frequently or every 
Sunday. (/) Mark the bringing of Bibles as one of the 
points in the scholar's class record, (g) Have classes rise 
where each one in the class has brought a Bible, (h) Put 
on blackboard lists of such classes for previous Sunday. 
(i) Have the weekly school report show number of Bibles 
brought in each Department, and in the school as a whole. 
(/) Use the Bibles in reading selected Psalms and passages, 
and for the Bible drill, (k) Place the Bible lesson reference 
on the blackboard so that scholars can be ready with it. 
(/) Teachers can ask scholars to find references from their 
Bibles, (m) Have a Bible roll call of classes, each class 
responding with number of Bibles, answering "All'* for com- 
plete number. There can be no finer contribution to the 
scholar's life than to inspire a love for and the daily use of 
the Bible. The little girl was not far wrong when she said 
she first learned to love her teacher, then her teacher's Bible, 
then her teacher's Christ. 

2. Suggested plans of Bible marking. The Bible pre- 
sented in the Primary Department should be replaced later 
on by a well-bound rice paper copy "for keeps," with helps 
and marginal references, the American Revised Version, 
of course. Suggest the inscription in the Bible of name and 
life text, date of life decision and joining of Church, time of 
special blessings, and important life steps. Special verses 
should be marked or underlined, those especially with initial 
or name that have been tested and have brought personal 
help and blessing, such verses as Matt. 7 : 7 ; 2 Cor. 9 : 8. The 
Bible books may be marked with appropriate names, such as 
John, "Gospel of Love;" James, "Work," and chapters, such 
as Eleventh of Hebrews, "Faith" chapter. Rich suggestions 
as to these may be found in the leaflet, "Chapters of Pure 
Gold," by Yatman (Revell), and "Chapters of Blessing from 

6 



ii8 THE SUPERINTENDENT AND HIS WORK 

the Book of Life/' by Henderson (Eaton & Mains, N. Y.). 
In "The Bible Marksman," by Amos R. Wells (United So- 
ciety Christian Endeavor, Boston), are excellent suggestions 
as to Bible marking. But any system, self-developed or sug- 
gested, that will make the Bible more the personal possession 
of the scholar, is the one we are after. The Rainbow book- 
marks are much in use now among the Juniors. They con- 
sist of eight narrow strips of ribbon representing the colors 
of the rainbow, with the addition of white. The first ribbon 
is placed in the Bible at the Pentateuch, the next at the 
Prophets, and so on, the white marking the division between 
the Old and New Testaments. They can be made easily from 
ribbon, and will be found a valuable aid in Bible drill work. 

3. Drill suggestions. The following are merely sugges- 
tions of procedure. The form of questioning is subject to 
large variation, and the material is simply suggestive of the 
wealth at hand in the Book we use. Find in turn the Ten 
Commandments, Solomon's prayer, the Shepherd Psalm, 
Moses' Psalm, Isaiah's description of the Messiah, the Great 
Commandment, the Sermon on the Mount, the Beatitudes, 
the Magnificat, the Lord's Prayer, Paul's speech on Mars' 
Hill, his gallery of faith heroes, his chapter on Charity, John's 
epistle to the seven Churches, and his description of the 
Eternal City. 

Find the longest verse in the Bible, the shortest verse, 
the longest chapter, four verses alike (Psalm 107:8, 15, 21, 
31) ; two chapters alike (2 Kings 19 and Isaiah 37) ; Rest 
verse (Matt. 11:28) ; Greatest verse (John 3: 16) ; Last com- 
mand (Acts 1:8). 

Find the verse, "All have sinned and come short of the 
glory of God." Where? Locate the verse as to sin's pen- 
alty. Read it. Find the redemption verse. Where? What? 
Find a verse on love; prayer; faith; temperance; missions. 

Or an exercise in rapid finding of such passages as Psalm 
91:1; Matt. 11:28; I Timothy 1:18; Joshua 1:9; Daniel 
12:3; Deut, 20:4; Psalm 119; 165; Gal 6:2; John 3:16. 

6 



INSTRUCTION FROM THE PLATFORM 119 

Careful additions to these texts will give scholars a Bible 
quiver filled with choice texts for life-long use. 

A rapid finding of special chapters will be good, such as 
Sin chapter (Rom. 3) ; Atonement chapter (Isaiah 53) ; New 
Birth chapter (John 3) ; Salvation chapter (Rom. 10) ; Light 
chapter (John 9) ; Purity chapter (Ezek. 36) ; Love chapter 
(i Cor. 13) ; Abiding chapter (John 15) ; Resurrection chap- 
ter (i Cor. 15) ; Best chapter (John 14). 

In memory work there are many interesting drills, such as 
the Alphabetical drill: A. All have sinned (Rom. 3:2s); 
B. Behold the Lamb of God, which taketh away the sin of the 
world (John 1:29); C. Come unto Me (Matt. 11:28); D. 
Draw nigh to God, and He will draw nigh to you (John 
4:8); E. Enter ye in at the strait gate (Matt. 7: 13). Or 
Bible characters can be fitted into the alphabetical plan, and 
the pupils give the name and first Bible reference to them. 
Classes or scholars can be asked in turn to bring in on the 
following Sunday verses beginning with succeeding letters in 
the alphabet, and the drill made on these. This will interest 
scholars in selection of best verses. Under this head would 
come the calling for the recitation of pivotal texts, the Su- 
perintendent giving the location as to book, chapter, and 
verse. Every school should have a number of such verses 
with which every scholar should be as familiar as his own 
name. 

Drills as to the Bible itself are many, covering names of 
the Bible, languages in which written, names and number of 
Bible books, meaning of these books, divisions as to Testa- 
ments, division as to Pentateuch, Historical books. Poetry, and 
so forth, the bounding of Bible books (the book before and 
after the one given). 

The memorizing of selected Bible chapters and hymns 
under the stimulus of special rewards or acknowledgment is 
done in many schools, and the recitation of these by scholars 
or classes in the school session is stimulating. Usually it is 
better to have the work required of all^ and the scholar 

6 



Books on 



120 THE SUPERINTENDENT AND HIS WORK 

marked for it as a part of the regular system, the reward to 
come in the promotion with an honor seal. In the Junior 
age, especially, the drill and memory work will be a delight- 
ful exercise, but should be conducted in a bright way/ 

II. Blackboard Work 

1. Learning to use the blackboard. As teaching through 
the eye gate is much more effective than through the ear 
gate, it behooves the Superintendent to qualify as a user of the 
blackboard. He may have no artistic skill, and possibly no 
ability to draw a straight line, but if he will sit down for an 
hour with a lap blackboard and Darnell, "The Blackboard 
Class for Sunday School Teachers," he will rise with a new 

sense of his capacity. And that confidence will be 
increased as he brouses in Pierce, "Pictured 
Blackboard ^^^^^„ (r^^^jj) . g^jj^y^ .j^^ Blackboard in 

Sunday School'' (Wilde) ; Crafts, "Plain Uses 
of the Blackboard and Slate" (Eaton & Mains) ; Wood, 
"Chalk: or. We Can Do It" (Revell), or Schauffler, "Know- 
ing and Teaching the Scholar" (Sunday School Times Co.). 

2. Blackboard material. Usually it is better to use the 
bright colored chalks and to print the letters rather than 
write them, so that the scholar farthest back can see. It is 

better that the blackboard be stationary, with 
^f^* double space if possible, in a clear stretch, or 

Blackboard ^^^ board running over the other in grooves. 

This will enable one board to be used for hymn, 
announcements, reports, class records, and so forth, and the 
other to be kept for special uses. A portable blackboard 
with double surface may be secured cheaply, or slate surfaced 
canvass or heavy manilla paper may be used. 

3. Blackboard uses. The barest mark or outline placed 
upon the blackboard in connection with the spoken word 

1 Such books as"" Supplemental Bible Exercises for the Sunday School " by 
Bawden (Sunday School Times Co.), "Bible Booklets" by George W. Pease 
(Eaton & Mains, New York), and Kennedy's " Lessons for the Desk" (Amer- 
ican Baptist Publication Society) are valuable in suggestions for this work. 

6 



INSTRUCTION FROM THE PLATFORM 121 

rivets the attention and packs the truth away effectively in 
memory's gallery. The simpler that outline the better. A 
blackboard artist in the school may put the lesson thought in 

pictured form upon the board, a paper tacked 
Methods of Q^gj. j^ ^Q 1^^ taken off at the moment of review. 
Blackboard ^ question aimed at the heart of the lesson 

may be placed on the board at the beginning 
of the service to suggest thought and discussion. An outline 
map that will include the lesson locality may be swiftly drawn. 
If Palestine, just the coast line and the three bodies of water 
connected by the River Jordan. With a little practice this can 
be done in a few seconds. A scholar can upon request mark 
on the map the lesson location; events and journeys can be 
noted. The board is valuable for Bible drill work such as is 
suggested in the previous section, in Bible divisions, Bible 
acrostic work, and so forth. In review work a few bold 
words placed on the board while the Superintendent talks 
will serve every purpose of holding attention. If a Superin- 
tendent feels he has not skill for this he can secure from Sun- 
day-school supply houses outline chalk talk designs on manilla 
paper, 2>^ x 40 inches. These are furnished for each week's 
lessons, and are to be tacked on a board or blackboard back- 
ground, and the faint outline filled in by the Superintendent 
as he talks. 

III. Object Teaching 

I. Its effectiveness. The Bible is our warrant for the 
use of objects in fastening truth. The Tabernacle and its 
appurtenances, and the Temple, were object methods con- 
cerning sin, atonement, cleansing, God's holiness. 
Examples Christ continually used this method, in the lily 
Teaching ^^ ^^^ field, the sparrow, seed sowing, the ripened 
harvest, the fig tree, the mustard tree, the little 
child in the midst. The public school of to-day makes large 
use of this method of eye teaching. The ease with which 
attention can be secured and held in object teaching points a 

6 



122 THE SUPERINTENDENT AND HIS WORK 

possible danger in its over use, and in such a use of it that 
the real lesson to be conveyed shall be obscured by the ob- 
ject itself. Its advantages are, however, so obvious that a 
wise Superintendent will seek to make the largest possible 
use of it consistent with best results. 

2. Material. Some Superintendents have a cabinet of ob- 
ject material such as tools, candles, seed, bulbs, soil, coins, 
flowers, and products of Palestine, and models, from which 
they draw as needed. The list of objects and lessons to be 
drawn from them would be a long one.^ 

It is wonderful how simple an object can be used with 
effect. Doctor Duhring, of Philadelphia, has used colored 
pencils and crayons of different lengths to illustrate the 
different races of the world, and their relative numbers. A 
sling and pebble will illustrate the story of David. A golden 
rule with the words on it will interest children always. The 
winding of thread around a boy will teach the growing power 
of habit. A blindfolded boy led by a silken strand, the power 
of influence. The lily bulb and lily suggests the resurrection 
story. The old illustration of sin and its results and cure by 
means of pouring into a bottle of water tincture of iodine 
until black, and then pouring saturated solution of hypo-sul- 
phite of soda until the water is restored to natural color, is 
always effective, especially if appropriate Scripture verses be 
used at each point of the illustration. These are merely 
suggestive of the possibilities in object teaching. 

IV. The Review 

Hamill has said, "The review is the completion, end and 
confirmation of teaching." The Superintendent's relation to 
the review is twofold. First, through the weekly teachers* 
meeting, in the preparation of his teachers for effective teach- 
ing on a plan that shall be developed in the weekly and quar- 

lA wealth of material is suggested in Tyndall's "Object Sermons in Out- 
line/' (Revell); Stahl, "Talks to the King's Children," (Funk & Wagnalls); 
Wood, "Object Lessons for Junior Work," (Revell); Barton, "Suggestions for 
Superintendents." 



INSTRUCTION FROM THE PLATFORM 123 

terly review; and second, the conduct of the review in a way 
that shall give it variety, zest, and climax. It has been said 
that the test of good teaching is not what a pupil can re- 
member, but what he can not forget. The review has this 
last as its objective. 

1. The review and the Graded Lessons. The review 
plans as suggested here relate to the use of the Uniform 
Lessons. Where the Graded Lessons are in use a desk re- 
view is, of course, not practicable with three or four courses 
of lessons in each Department as the ultimate plan. The re- 
view in that case must be a class review conducted by the 
teacher unless all the classes of each grade can be combined 
for purposes of review by some one appointed for that pur- 
pose. With Graded Lessons the Superintendent's weekly or 
other review must touch upon the supplemental and general 
Bible drill work. 

2. The weekly review. There are two views of the 
weekly review. One is that it should not be a review in the 
sense of covering by question or statement the lesson facts 
and points, but should consist in the selection of some cen- 
tral truth, and by strong illustration and appeal point it home 
to the scholar's heart and week-day life, gripping for spirit- 
ual results. Many strong Superintendents in- 

Two Plans , . , . , i rr-, , . . 

of Review ^^^^^ ^^ ^^^^ method. The other view is so to 
draw out the salient facts and teachings by brisk 
questioning that scholars shall be interested, the weak teacher 
supplemented, and the lesson points focused. An appeal may 
be a part of such a plan. Either should keep in view the 
tying up of the lesson in a plan of quarterly review, the 
review time limit of, say, five minutes, and the possible use 
of the blackboard for the eye impression. 

The Superintendent should conduct the review, if pos- 
sible. If so be that he has not the talent for it another may 
be selected, or variety may be secured by obtaining another 
to do the work for a limited time. This may be a teacher, 
the pastor, or an officer. In question and plan the review 

6 



124 THE SUPERINTENDENT AND HIS WORK 

should cover all ages to be reached. A good question is half 
an answer, and the question should start with something all 
will probably know, to obtain a general interest, leading up 
swiftly to the point or points to be clinched. 

The illustration that is drawn out of the Superintendent's 
own experience or observation is likely to find best lodgment. 
Some current event may prove excellent material for illus- 
tration. One of the best Superintendents, Dr. A. F. Schauf- 
fler, often runs the gamut of the review on six question 
heads, When? Where? Why? What? What then? He. fre- 
quently uses the word-picture plan, where the lesson lends 
itself to this method, the scholars supplying the important 
facts. A pivotal question, shot out just before the lesson 
study, to be answered afterward, is sometimes a profitable 
plan; or, the question may be asked the previous Sunday, the 
answer to be surely called for the following Sunday. 

The map and blackboard plan has been referred to. One 
enterprising Superintendent spends much time on prepara- 
tion of some illustrative objects for each Sunday, such as a 
spear, sling, shield, and even a battering ram. An ocasional 
review souvenir was given out as, for instance, a hand out- 
lined on cardboard, suggesting on it "Five things that made 
Joseph a great man.'' Head, hand, and heart must be com- 
bined in a review worth while. 

3. The quarterly review. The quarterly review has 
been the bugbear of the Superintendent, usually because not 
planned for until just before review Sunday, with no time for 
A Well ^ well-developed co-operative plan. When the 

Developed review is planned for as a part of the school 
Plan routine all are stirred up to some readiness by 

Necessary ^j^^ certainty of its coming. It is due the teach- 
ers and officers that the Superintendent have a clear under- 
standing with them as to the objective and plan of each quar- 
ter's review. If the Superintendent has not the review well 
planned for, it is fairer to the teachers that they be given the 

6 



INSTRUCTION FROM THE PLATFORM 125 

opportunity of reviewing the lesson in their classes; but the 
teacher should know this well in advance of review Sunday. 

(a) The preview. A good review requires a preview. 
This involves some planning, but is worth all it costs. Fif- 
teen minutes should be taken with a large map and the 
places which are to locate the lesson shown, the itinerary out- 
lined, suggesting briefly the outstanding persons and events 
involved, and a basis thus laid for an intelligent quarter's 
work. 

(b) The written review. The plan of written quarterly 
reviews obtains among the Sunday schools in India, Trinidad, 
and in many schools of this country. Certificates of the Sun- 
day School Association are presented to those passing the 
examination in the countries first named. Local schools here 
do the same. 

The plan for any school would involve the preparation of 
ten to twenty questions fitted to the Department. These 
could be printed or duplicated by any process. They are 
distributed on review Sunday to be filled out in the session 
without help from the teacher. Sometimes the questions may 
be of a character involving a little Bible work, and in that 
case they can be taken home and brought in at a stated time. 

Or they may be taken home for fuller answer 
Methods of ^j^^^^ would be possible in the class, and, of course, 
Review without help. Original papers or essays on vital 

subjects on the quarter's work may be asked for 
and brought in, or a resume of the lessons in the scholar's 
own language may be brought in with or without the guid- 
ance of questions. Marks for such work may be given by 
the supplemental secretary recognizing correctness, neatness, 
and scope. All effort should be noticed. 

(c) Oral review plans. The plans for oral review are 
many. In the limits of our space they can be outlined only 
briefly. 

Stereopticon, Lantern slides finely illustrating any quar- 

6 



126 THE SUPERINTENDENT AND HIS WORK 

ter's lessons can be selected from the catalogues of dealers.* 
These may be used on Sunday or in an evening review to 
which members of the Home Depai^ment are invited. The 
titles and Golden Texts may be asked for and several of the 
school selected to give a practical thought from each lesson 
or to give a brief character sketch. Relation of picture to the 
lesson may be explained as necessary; a few songs thrown 
on the screen bearing on the lesson may be sung, and a brief 
closing message given. If a map is introduced the pictures 
would illustrate the journey from point to point, and the 
lesson events be developed. 

Map review. A large outline map may be drawn on ma- 
nilla paper or blackboard, or an ordinary map used, and the 
location of the lesson points indicated by seals or stars with 
lines in colored chalk or strings to show the line of progress 
from point to point, the lesson facts developing with the 
journey. 

Object review. This would require some object for each 
lesson as suggesting some fact of the lesson. Around that 
build the lesson review. If well selected, especially if some 
of the materials are really Eastern, a sense of reality may 
thus be given to the lesson. 

Word-Picture plan. When vividly done this is a fas- 
cinating method. The pictures are left incomplete, the schol- 
ars to fill in the character or place or action or saying of each. 

Golden Text review. A good suggestion for the spiritual 
truth of each lesson is usually centered in its Golden Text. 
It will involve, of course, the weekly emphasis upon these 
texts and their being placed prominently before the school on 
charts or printed on large cards. The first word or two of 
each text on the blackboard will be a good drill method. 
Scholars should be asked to locate the texts in their Bibles. 



1 Underwood & Underwood, T. H. McAllister Co., and Hope Lantern Slide 
Co., of New York ; Williams, Browne & Earle, of Philadelphia; Mcintosh Stere- 
opticon Co., and L. Manasse & Co., of Chicago; Hammond Publishing Co., of 
Milwaukee. 

6 



INSTRUCTION FROM THE PLATFORM 127 

The text may be given by the Superintendent and the lesson 
facts asked for of scholars, or the facts given by him and the 
Golden Text requested. -The title or lesson number may be 
given and a class asked for the Golden Text. Or the location 
of the text may be given, and a class asked to recite it and 
give the lesson title. Candles of different colors representing 
the Golden Texts may be stuck to a board and lighted as the 
texts and titles are repeated by scholars or classes. A scholar 
may give the lesson story and a leading thought, and the 
class the scholar represents may rise and repeat the Golden 
Text of that lesson. 

Other plans. Select twelve teachers to give in two min- 
utes each the lesson event and truth, or four teachers three 
lessons each. Turn the review on great characters of the 
quarter. Review on great statements or sayings of the 
quarter. Who spoke them and where? Apportion among 
classes work in the form of brief statements or papers on 
Orientalisms, . historic setting, lesson events, persons or 
places, or ask individuals to be ready on these special points. 

Times, persons, places, doings or sayings, teachings may be 
a backbone for each lesson. One Superintendent called it 
the Thirteenth Lesson instead of review, taking the general 
thought of the twelve lessons, omitting details, and develop- 
ing the lessons in their larger sweep of meaning. Twelve 
scholars or teachers may give the lessons as a serial story, 
each title a chapter heading, the story told in the scholar's 
own words, and Oriental pictures shown by the Superintend- 
ent at different points. An Adult Department used a "News- 
paper Review," each lesson event being put in brief, startling 
statement, and a class member telling the story. George A. 
Lewis in a recent article tells of a "Burning Light" review 
with reference to lessons in the Acts. A large outline map 
of Palestine and Asia Minor is used. As selected persons 
tell the story of each lesson in the progress of the gospel, 
candles are outlined in yellow crayon at each point reached by 
the gospel, until the spread of the apostles' work from Jeru- 

6 



128 THE SUPERINTENDENT AND HIS WORK 

salem onward can be clearly seen. A wall can be built up 
of large blocks on each of which will appear a word standing 
for the lesson thought. Topics crystallizing the lessons can 
be assigned to the older scholars for preparation of brief 
papers to be read. The large lesson pictures or large lesson 
cards may be stretched across the room on wire, and be made 
the basis of the review for the quarter. Twelve blackboard 
questions may be so carefully put as to bring out the heart of 
each lesson. 

The blackboard or large manilla sheet may be divided in 
twelve squares. In each a simple design may be drawn, re- 
calling the lesson theme. Or twelve sheets turning on a 
frame or easel can be used. On each sheet merely the de- 
sign will be drawn, and the title and Golden Text 
filled in after questioning. Review Question Contest plans 
are favored in many classes and schools for evoking a live in- 
terest in preparation for review Sunday and on the day itself. 
The usual plan is for the Superintendent or teacher to pre- 
pare a list of fifty to one hundred questions on the lessons. 
The scholars are divided equally, and the questions asked of 
individuals or classes alternately. A leader may be chosen 
for each section, and this section leader ask questions of the 
other side, of scholar, class, or the section. Sometimes 
sides are chosen, or the boys can be matched against the girls. 
An interesting plan is to have a boys' and a girls' class pre- 
pare themselves on the lesson facts of the quarter, and then 
have all the classes of the Department or school ask questions 
in turn of the two classes. Map drawing contests can be un- 
dertaken as a basis for the review, scholars locating the chief 
lesson points on them, the best of these maps to be exhibited. 

(d) The review climax. Whatever the plan there should 
be saved for the closing moment some thought that leads 
straight to Christ, and that suggests personal responsibility 
in view of the added light of the quarter's lessons. A well- 
selected hymn and a tender, thoughtful prayer following will 
help to focus this result. 

6 



INSTRUCTION FROM THE PLATFORM 129 

Lesson Gutline: 

I. Bible Drills. 

1. Methods to encourage Bible bringing. 

2. Suggested plans of Bible marking. 

3. Bible drill suggestions. 
II. Blackboard Work. 

1. Learning to use the blackboard. 

2. Blackboard material. 

3. Blackboard uses. 

III. Object Teaching. 

1. Its effectiveness. 

2. Material. 

IV. The Review. 

1. The review of the Graded Lessons. 

2. The weekly review. 

3. The quarterly review. 

(a) The preview. 

(b) The written review. 

(c) Oral review plans. 

(d) The review climax. 
3ibliography: 

Beard, *The Blackboard in the Sunday School." 
Tyndall, "Object Lessons for Children." 

Topic for Special Study: 

I. The relative value of eye and ear teaching. 

Topics for Class Discussion: 

1. Suggest a few plans to increase Bible bringing. 

2. Name a few methods of Bible use by scholar. 

3. What are some helpful uses of the blackboard? 

4. What good reason is there for use of objects in 

teaching ? 

5. What should be the purpose in a weekly lesson 

review ? 

6. Name five plans or methods of quarterly review. 

7. What should be sought as the climax in review 

work? 
Q 6 



CHAPTER IX 
SUNDAY SCHOOL MUSIC 

The large part which music occupies in the service of the 
Sunday school and the importance of music in the life of 
the young entitles it to the Superintendent's special consid- 
eration. 

The Sunday-school songs are projected into the social 
gatherings of the young. At the spiritual crises of the life 
y^^ probably as many young people are influenced to 

Religious a right decision by Christian song as by the word 
Influence of of appeal. Luther says, "Music is the fairest 
^"^^^ gift of God.'' Another says, "Music is the child 

of prayer, the companion of religion;" and Bevan states, 
"Singing is one preparation for heaven, for John has left us 
in no doubt of its large place in the life of the redeemed." 

The increasing appreciation of the value of music in the 
religious education of the young is shown in the marked 
improvement in recent years in Sunday-school hymnology in 
both England and America and in Sunday school festivals 
of song participated in by great Sunday-school choirs, notably 
at the Crystal Palace, London, with 5,000 voices ; the Chicago 
annual festival, with 3,000 voices, and in Brooklyn, where 
2,500 voices are enlisted. Washington, Cleveland, and other 
centers have made a large success of such choirs. The pro- 
ductions are of high quality and the results in improvement 
of singing in the schools is marked. 

In the public schools in some places there is an effort 
to eliminate the name of Christ from the school songs. This 

130 ^ 



SUNDAY SCHOOL MUSIC • 131 

gives increasing need to the emphasis of Christian songs in 
the Sunday-school. 

Music in the Sunday-school has a threefold value: (a) 
As a factor in the religious education of the young in con- 
veying Christian truth along lines of easiest impression and 
least resistance, (b) As a means of large attraction to the 
Sunday-school sessions, (c) As inspirational to life decision 
and Christian service. 

Good music is frequently the making of a Sunday-school 
and will give vitality to a service weak in other respects. 
Poor music, half-heartedly sung, will act as a pall and handi- 
cap to a session otherwise strong. To have good music will 
require a stubborn purpose, a good book, and careful organi- 
zation. We shall consider the factors in providing good 
musical results. 

I. General Matters 

1. The Music Committee. This committee can render 
large service in the selection of song book, the building up 
of the Sunday-school orchestra, discovery and training of 
voices for solo and other work, the organization of a Sunday- 
school choir, the management of week-night choir and school 
rehearsals, the arrangement of orchestral and school con- 
certs, and where another committee does not cover the 
ground, the arrangement of music for special days. The 
chorister should be a member of this committee. 

2. The Song Book. This is a delicate subject. The 
selection should be in the hands of a wise committee who 
must keep in view the school needs. The ages to be served 

must be considered. The Primary Department 
Elements should in most schools be eliminated from con- 
Considered sideration as they are amply cared for in the 

many Primary song books. In time we shall 
have song books prepared for each department which shall 
include only exercises and material applicable to the depart- 
ment needs. For the present the book must be chosen for 



132 • THE SUPERINTENDENT AND HIS WORK 

Juniors and Adults and the departments between. In this 
must be included a number of songs with rhythm, melody, 
and good harmony. In some schools, where there are a 
good proportion of adults who can take several parts, high- 
grade music can be introduced, and with this support and 
especially with orchestral help, this class of music, which 
will bring the school into touch with the great composers, 
will be increasingly appreciated. And there are many such 
compositions by Handel, Mendelssohn, Gounod, Rubenstein, 
Haydn, and others more modern, such as Smart, Sullivan, 
and Dykes, which have melody and majestic swing, which 
are easily within the grasp of the average school and should 
become the life possession of our young people, together 
with some of our best Church hymns. 

The music, however, is but a vehicle for the words. The 
school must be guarded at this point so that the poetry shall 
not simply convey the truth, but in a form that will be worthy 
of long remembrance. Heaven should be less in view in such 
poetry than a present Christ and a militant service. Strong 
sentiment has its place here when headed toward Christian 
service. There are books on the market which cover much 
of the ground desired. The new Sunday School Hymnal 
of the Board of Sunday Schools has been planned with the 
average school in view and with the purpose of placing the 
best in high-class singable music at the disposal of our schools, 
and is worthy of general adoption. 

3. The Selection o£ Hymns. This should be done by 
the Superintendent at home, with the chorister's help, if pos- 
sible and as early in the week as practicable, sending copy 
of selection to pianist, orchestra leader, and the helper who 
is to arrange the hymn board. 

The hymns should be selected with reference to the Sun- 
day's lesson theme. There must be "go" in them as well as 
strength. They should express praise, prayer, service, con- 
secration. They should make a general appeal so that none 
should feel excluded. There must be songs expressing action 



SUNDAY SCHOOL MUSIC 133 

for the aggressive Juniors. The old-time hymns should have 
a place and one new or partly new hymn should be attempted 
each Sunday. 

To leave the choice to the school is to produce confusion 
and spoil any harmonious plan. But the Superintendent will 
be regardful of the school's taste. With the choicest of the 

gospel songs, new and old, should go such hymns 
Hymns ^^ "^ Mighty Fortress is our God," "The Son 

of God goes forth to war," "O, Love that will 
not let me go," *'We may not climb the heavenly steeps." 
The hymns learned in the supplemental work should be sung 
occasionally. A school hymn composed for the school, and 
especially its motto, should have a place in the program 
occasionally. Or a hymn selected by the school by vote as 
its school hymn will serve. If there are class hymns, chosen 
from the song book, these may be sung on special Sundays 
or woven occasionally into the service. New, good songs not 
in the book may be printed with consent of the publishers 
and added to the school selections and inserted in the school 
book. 

II. Practical Suggestions 

I. The Sunday School Orchestra. By all means have 

an orchestra to strengthen your singing, attract the school, 

hold your Seniors, and utilize your young people. Start it 

with one instrument, a cornet or violin. Add 

Bmiding clarinet, trombone, bass viol, and other instru- 

Up An r-n • 1 T r 

Orchestra nients to fill m the parts as you can. If no one 
in the school plays, pay for a violin if necessary, 
or select a scholar and pay for the tuition, with the under- 
standing that the scholar*s service shall be given to the school 
free. If the orchestra grows, such expenditure may be re- 
turned from an orchestra concert fund. The orchestra can be 
added to frequently through advertisement for players and by 
conference with music teachers. Select the best leader avail- 
able and require weekly rehearsals. Do not start with difficult 



134 THE SUPERINTENDENT AND HIS WORK 

pieces. The ordinary hymns properly orchestrated will serve.^ 
An occasional solo by violin, comet, or other instrument may 
be helpful where the selection is in keeping. 

Plan for occasional orchestral concerts with school or 
other talent. This will be an objective for regular attendance 
at rehearsals and will supply a music fund. Several points 
should be guarded, (a) Care should be taken that the or- 
chestra does not become so heavy as to smother the voices. 
(b) The members of the orchestra should be assigned to 
classes or taught as a class, (c) The orchestra leader should 
be acquainted with the character of each Sunday's service 
so that he can adapt the music to the day. A very different 
kind of music would be needed for Decision Day than for a 
patriotic Sunday. 

2. The Chorister. The Superintendent may have the 
voice, snap, and ability to take this part. If not, the best 
man or woman should be chosen, one with whom the Super- 
intendent can work harmoniously, one who has the respect 
of the school, a love for Christ and for music, and who will 
not turn the service into a singing school. Frequently women 
make the best precentors. If a teacher of music, so much 
the better. A good chorister is half the making of good 
singing. He may not sing well himself, but he can have 
the ability to get others to sing and a cheery way about him 
that gets all to join in. It will be helpful if the Superintend- 
ent and leader can meet for fifteen minutes each week to select 
songs in harmony with the lesson and plan the other musical 
features of the program. If the leader is present at the weekly 
teachers' meeting the selection of the hymns may be assisted by 
listening to the development of the lesson points or theme. 



IThe following compositions are suggested in the Sunday School Times 
as having been used by Sunday-school orchestras with success : **Air/' Chopin ; 
''Swedish Melody," arranged by J. Hiler ; ** Andante," Mozart; ** How Great, 
O Lord," Sir Julius Benedict; ** Evening Hymn," C. T. Steele; "Choral Pre- 
lude," D. W. Hyde; ** Prayer from 'Nachtlager von Grenada,*" arranged by 
J. Low ; " Meditation," C. T. Steele ; " Offertoire in G," J. L. Bottman. E. J. 
Root and Sons (Chicago) publish ** Root's Church Orchestra," and "Root's 
Gems of Sacred Melody," for the use of orchestras. • 



SUNDAY SCHOOL MUSIC I35 

3. The Pianist. This may be the organist. But whoever 
it is, he or she is a vital factor in the musical problem. 
She can be a drag or a lift to the whole program. Blessed 
is the Superintendent that hath the right one. He should 
not wait long upon his voiced expression of appreciation, 
especially if she is always on time, submerges her person- 
ality, and anticipates his need. But if this is not your pianist, 
pray for grace and make the best of your limitations. And 
patience, tact, and encouragement may bring about marked 
improvement. Magnify the office. Did you ever stop to 
publicly thank the pianist for some specially good rendering 
of a piece? A suggestion to her to make the melody and 
rhythm marked and to keep abreast or a little ahead of the 
school may produce results. And it may not be necessary 
for the pianist in her introduction to play the verse and 
chorus through, especially where the piece is well known. 
A few bars may be all that is required. The interlude will 
keep in view the necessity of starting well on the key. 
Where a school has not an orchestra the opening prelude, 
the intermission interlude, and the music of the closing prayer 
song following the benediction will fall to the organist or 
pianist to play alone. The pianist should be furnished with 
copy of the program so that she can fit the music instantly 
into the exercises without the embarrassing delay of looking 
up the piece. The music of the schooFs order of service 
should be arranged in portfolio form so that it will not be 
necessary to turn over book pages. A good mutual under- 
standing between the Superintendent and the pianist should 
be earnestly cultivated. The careful tuning of organ or piano 
is not the least of essential details. 

4. The Sunday School Choir. A Sunday-school choir 
has a distinct plan in the activities of the school in inter- 
esting the young people, helping in new songs, and by giving 
variety to the service by a chant or special song. To organize 
it will require a leader, a plan, and push. There are always 
yotmg people in every school who can sing well and who 



136 THE SUPERINTENDENT AND HIS WORK 

are eager for something of this sort. At the Winnipeg Sun- 
day School Association Convention there was a Sunday 
school choir of one thousand voices contributed by eight Sun- 
day-schools. These schools sang in competition one Sunday- 
school song selected by the committee and one of their own 
selection. The successful school was awarded a banner, to be 
theirs if maintained in three annual contests. 

A Sunday-school choir may be organized in a variety of 
ways. The nucleus can be formed as the result of a general 
invitation, the ages being fixed in the invitation. A repre- 
sentative in each class of right age may be appointed to 
work up membership. Or, the chorister can select the best 
voices as he knows or discovers them and personally invite 
them for the choir. A glee club may be formed which will 
include in its singing other than Sunday school music, but 
with the agreement that the club will take a regular part 
in the Sunday-school session. A club name, motto, colors, 
and song will promote organization spirit. Stories of com- 
posers and compositions and music and musical values may 
be given special study in such a club or in the choir. 

A Sunday-school chorus class may be formed of those 
who will agree to sing, organized as other classes, with the 
teacher, the chorister, or one who understands music. A 
boy choir can be organized in some schools if there is a 
good leader. In the country the singers may remain after 
the school for fifteen minutes' rehearsal and for the selec- 
tion of songs for the following Sunday. They should be 
given the opportunity of a special song in the school service. 
A week evening rehearsal will be helpful and will promote 
the social life of the young people. The Sunday-school choir 
should be given some part in the morning Church service. 
In the Bethany Church of Philadelphia there are four large 
choirs from the Sunday-school that take part in turn. An 
entertainment of the choir should be planned for, possibly 
in conjunction with the school orchestra, if formed. Scrip- 
tural or other cantatas may be rendered. 

e 



SUNDAY SCHOOL MUSIC 137 

Care should be taken that the choir singing in the school 
shall be subordinated to the general school singing, an as- 
sistant to such singing and not a substitute for it in any- 
way that will discourage the best results. 

5. Learning New Music. The strain of introducing new 
music frequently wears on both Superintendent and school. 
How can this necessity be made a pleasure and the school 
time conserved? Some schools use for this the ten or fifteen 
minutes before or after the session, those present gathering 
about the organ at the front. Or, a week evening special 
rehearsal of the school is suggested with a few interesting 
items, social or literary program in addition to the singing. 
A printed invitation in attractive form to such a gathering 
will give it special emphasis. An evening in the fall of the 
year would be preferable and the rehearsal should include 
pieces fitted for opening and closing, chants and responses. 

A song that does not go well after genuine trial should 
not be forced. In taking up a new song in the session it is 
well to have the words first read over once or twice to grasp 
the pronunciation and meaning. Then the melody may be 
played several times and with the violin, if one is obtainable. 
Then have all sing with full confidence. Or, the choir or 
some class that had given it previous rehearsal might sing 
one verse and the school the next and so alternately, all 
coming in on the last verse. The song could be sung in the 
forepart of the session by choir or group as a special piece 
and taken up by the school subsequently. Or it could be 
sung as a solo first. 

One new song taken up each Sunday will be enough for 
the ordinary school. New songs not in the book may be 
stenciled on muslin, with the publisher's consent, and placed 
in view of all for rehearsal. 

6. Hymns and Their Authors. Our interest in a song 
is greatly enhanced if we know the author. There is an 
interesting story attached to nearly every hymn that has won 
its way to the human heart. Our scholars should know these 



138 THE SUPERINTENDENT AND HIS WORK 

stories. The words will mean more to them and the singing 
will be the heartier. The great song writers, Mendelssohn, 
Schubert, and others will become the friends of the school 
as the story of their struggles and successes is told. The 
Superintendent or chorister can, before the singing of the 
hymn, tell its story, or some member of the choir or school 
can be asked to do it,^ Especially impressive are these 
hymns if sung after the story is told, as a solo, where the 
singer has a good voice and is in sympathy with the senti- 
ment of the song. 

7. How to Get All to Sing. How do the great leaders 
of song manage it? By seeing first that the music or the 
words are in the hands of all. If a new song, it is tried first 
by the piano, then by a soloist or quartet, then by all. 
Then the men sing, then the women, now one section, now 
another, in pleasant rivalry, until the man who lost his voice 
forty years ago is tuning it afresh for the eternal choir and 
the spirit of song has swept every one along. And the 
leader does not scold. He straightens up the "bruised reeds" 
by his kindly encouragement. And he selects pieces the 
melody and words of which cling to the memory perforce. 
First, then, see that every one has a book, not the words 
only of a song. It will make the difference frequently be- 
tween a half-hearted and a full response. Then the Super- 
intendent should keep his mouth moving for the sake of 
example if he can not sing a note. Frequently read the 
words of a verse or a song before singing. Sometimes the 
words will need explanation to make them count for any- 
thing. "Here I'll raise my Ebenezer." What is an Eb- 
enezer? What is a "mercy seat?" 

The "stay" in some pieces is as important for proper 
expression of words and music as is the "go" in other 



1 Material can be found in " Sankey's Story of the Gospel Hymns " (Sunday 
School Times Co.); ** Famous Hymns of the World," by Allan Sutherland, and 
"Story of the Hymns and Tunes," by H. Butterworth and T. Brown. 



SUNDAY SCHOOL MUSIC 139 

pieces. Avoid pieces pitched too high or too low, for the 
song may get suspended in the sky or be buried in the pit. 
The danger to the voice must be considered as well as the 
result in song. Shouting is not singing, and strains the 
voice. Tone quality rather than noise should be the goal. 
See that there is good air. Then encourage the scholars 
to sit straight and breathe deeply so that the tones will be 
produced from the chest and not the throat. Have the hymn 
numbers on the hymn-board or blackboard and well in sight. 
Humming and whistling for variety is viewed with mixed. 
favor. At the best it seems doubtful. Ascertain the school's 
favorites by distributing slips for song numbers for future 
use. The result may be surprising to the Superintendent, 
but will be suggestive in selecting songs that go. Give the 
boys a good chance in the selection. 

In creating interest use parts of the school against others, 
boys against girls, sometimes a class, or the teachers, the 
women, or the men, the women and girls singing the verse 
and the men and boys on the chorus, or reverse, or all join in 
the chorus. Or a Department can sing a verse, and all the 
chorus. There are some songs that lend themselves to 
antiphonal singing. An orchestra and a piano are, of course, 
helpful accessions in good singing. Much will depend, how- 
ever, upon the personality of the leader and his steady per- 
sistence at the task until all shall seek to reach with him 
the school goal. Special class and school rehearsals will 
be valuable and the teachers' co-operation will count for 
much, both on Sunday and in making much of Sunday- 
school songs at class gatherings. 

"Sweet music, sacred tongue of God." Ole Bull as a 
boy was once reproved by his father for getting up at night 
and playing his violin, to the disturbance of the family. He 
replied: "I can not help it. It speaks to me." To make 
music the voice of God to the souls of our scholars is worthy 
our high endeavor. 

6 



140 THE SUPERINTENDENT AND HIS WORK 

Lesson Outline: 

I. General Matters. 

1. The Music Committee. 

2. The Song Book. 

3. The Selection of Hymns. 
II. Practical Suggestions. 

1. The Sunday School Orchestra. 

2. The Chorister. 

3. The Pianist. 

4. The Sunday School Choir. 

5. Learning New Music. 

6. Hymns and Their Authors. 

7. How to Get All to Sing. 

Bibliography: 

Sankey, "Story of the Gospel Hymns." 
Sutherland, "Famous Hymns of the World." 

Topic for Special Study: 

I. The paid orchestra in the Sunday-school. 

Topics for Class Discussion: 

1. What is the value of music in the Sunday-school? 

2. What class of songs should be encouraged in Sun- 

day-school music? 

3. How much emphasis should be placed upon the 

character of the words? 

4. What should the Superintendent keep in view in the 

selection of his music? 

5. What should be the object in selection of the clos- 

ing hymn? 

6. How can a Sunday-school choir be helpful? 

7. Suggest some plans of getting all to sing. 



CHAPTER X 
THE SUPERINTENDENT AND HIS TEACHERS 

The teacher is the compelling force in Sunday-school 
work. The Superintendent may ''general" the campaign, but 
it is the teacher who fights the battle, coming out of the 
hand-to-hand conflict many a Sunday disheartened, baffled, 
often with aching head and aching heart. The teacher should 
receive high honor in the day of victory. 

The Superintendent has no more important work than 
the selection and training of his teachers. Upon their quality 
and work his campaign succeeds or fails. The writer is 
well aware of the futility of expecting impossible ideals in 
a teacher. He knows that with many Superintendents and 
in many places it is not a question of selection, but of getting 
anybody to man the work. But he is sure that with God's 
help and patience and plan, many of the problems connected 
with building in and building up teachers in the work will 
be solved and excellent results achieved. 

The plan of a paid teaching force has its defenders, and 
this plan is employed in several New York schools. Where 
a teacher is making that a life employment, as may be the 
case with some special workers and in certain mission dis- 
tricts, there is no good argument against the plan, but for 
best results and of necessity we must chiefly depend upon 
volunteer teachers whose work is motived in love. 

I. Securing a Teaching Force 

I. Essential Qualities in a Teacher. A few basal quali- 
ties must be looked for in a teacher: 

141 « 



142 THE SUPERINTENDENT AND HIS WORK 

(i) Christian character. It takes character to make char- 
acter. Governor Hughes said to a gathering of Sunday- 
school workers, "It is what the boy and girl feel exists in 
the manhood of the teacher that makes an impression upon 
the life." Every teacher may be a guide post pointing to 
Christ. The vital question of the teacher's example should 
be settled upon this basis. The Christian character of a 
teacher may not be matured, but in every case Christ should 
be its life motive. 

(2) Love for the scholar. The teacher must be a friend 
if he would be a helper to the scholar's life. He must enter 
into the scholar's life interests, troubles, temptations, in a 
very real way. One can not do this without a real love for 
young people. 

(3) Love for the Book. The more knowledge of it the 
better, but love for it there must be. 

These three qualities, then, we should look for : love for 
Christ, for the scholar, for the Book. And then set ourselves 
to the task of cultivating these to full strength. Add to these 
every other good quality we can, of education and personality 
and general fitness. 

2. Enlisting teachers, Ralph Wells, one of the great 
Sunday school leaders of the recent past, was asked how to 
get Sunday school teachers. He replied, "Train them." And 
right well did he succeed by this means. 

The field for new teachers is the training class, the Bible 
classes, the Home Department, new and old members of the 
Church, day school teachers. 

The Superintendent should have several lists, one com- 
posed of those who are ready to teach, one for near pros- 
pective teachers, and another for those remote. From time 
to time he should place new names on these sev- 
Win Recruits ^^^^ ^^^*^ ^^^ recruit from them. He should not 
go about the business in a spirit of pessimism. 
A pastor in a local paper berated the absent teachers for 
their lack of interest and in the next paragraph made an 



THE SUPERINTENDENT AND TEACHERS 143 

appeal for new teachers. He had discounted his proposition. 
People avoid sinking ships. A quiet personal word with 
those teachers in turn would have produced different results. 
Let people feel that the Sunday-school is the greatest insti- 
tution in the world, exalt the privileges of the teacher in the 
school, speak of the good times you have. An occasional 
public appeal in a spirit of optimism is all right, but the 
quiet hunt for teachers is more effective than frantic appeals 
and scoldings from pulpit or platform. 

The following methods have been found helpful : 
(i) Start young people at fifteen or sixteen in Teacher 
Training Classes. They are willing to teach, if they think 
they know how. Your own young people may be made your 
best and most faithful teachers. 

(2) Start young people in the Primary or Junior Depart- 
ment doing assistant or supplemental work until accustomed 
to service. 

(3) Secure from Bible Classes, of those over sixteen 
years of age, lists of young people best fitted. See them in- 
dividually and secure consent for present or later service. 
Enlist them in training courses. 

(4) Go carefully over the Church list with the pastor, 
and send a telling letter to the names selected, suggesting 
regular or occasional service, inclosing card or blank for 
reply. Endeavor to secure day school teachers. 

(5) Do not scare people off by asking them at the begin- 
ning to take a class permanently. Ask them for a Sunday 
or for once a month. Encourage them and lead them along 
until they have some confidence. 

(6) Do not take "No" for an answer from those who 
should teach. Tell them it is Christ's work, and suggest 
'Whatsoever He saith unto you, do it." A letter from the 
Superintendent during that week, inclosing some helpful 
leaflet, may produce decision. 

3. Substitute teachers. This list should be made up of 
those who are prepared to serve regularly or at stated times. 



144 THE SUPERINTENDENT AND HIS WORK 

They should be given the opportunity to select their dates, 
department, and whether boys or girls. 

The substitute teachers may be elected as a recognized 
part of the teaching force, their names printed with the 
How to school list, and be invited to all teachers* func- 

Secure and tions and privileges. In some schools where the 
Develop substitute list is printed teachers arrange for 

Them iheiT own substitutes. 

An assistant teacher is sometimes appointed to each class, 
which solves the question for that class. 

Some Bible classes agree to furnish one or two substitutes 
for each Sunday, a scholar not to be called upon oftener 
than once a month. 

An advance lesson class is sometimes used for substitute 
purposes, the lesson being studied by the class a week in 
advance. 

Teachers should be urged to notify the Superintendent 
or other designated officer of absence, or to provide a sub- 
stitute. Many do not or can not do this, and at the last mo- 
ment arrangements have to be made to fill the vacancy, mak- 
ing it necessary to have some substitutes provided ahead who 
may or may not be called upon. 

The Superintendent should take special pains to warmly 
thank substitutes for their service. Out of the substitute list 
will come in time many regular teachers. 

The graded lessons will make it necessary for every 
teacher to arrange definitely for a substitute because of the 
variety of the lessons, or to have department substitutes pre- 
pared for each graded lesson taught in the department. 

4. The teacher appointed and installed. The new 
teacher should be installed at a public service, impressive and 
tender. The installation may include any officers of the 
school as well. The presentation of a formal Commission of 
Service duly signed by Pastor and Superintenderit will add 
dignity to the service and to the worker's office. 

The teacher welcomed. Following election the 



THE SUPERINTENDENT AND TEACHERS 145 

teacher should receive a letter signed by the Superintendent 
and secretary, welcoming him to the fellowship of service 
with full instructions as to meetings, rules, marking system, 
the school's objectives, and especially its spiritual goal, and 
inviting to earnest co-operation. A list of the class, the 
scholars and their addresses, should be furnished.^ 

II. The Superintendent's Relations to His Teachers 

I. Attaching and helping the teacher. As suggested 
before, the teachers are the Superintendent's class. He must 
work upon the scholars through them. He must, therefore, 
enter into their lives, draw them to himself and to Christ 
by every possible means, and help them to become better 
workmen. This he may do in a multitude of ways. 

(a) He can recognize the teacher's birthday by a per- 
sonal letter, which shall include a word of hearty apprecia- 
tion of the teacher's service, and may be accompanied by 
some helpful book or booklet. 

(b) A birthday prayer list of the teachers may be printed 
and corrected annually, the birthdays arranged by months, 
and the teachers requested to pray for each other and espe- 
cially the officers as their birthdays occur. This kindly 
remembrance in prayer and congratulation is a cord of power 
that inspires to high faithfulness. 

(c) Leaflets and clippings bearing on the teacher's work 
and spiritual life may be distributed or personally inclosed as 
they may fit the case, such leaflets as "My Class for Jesus," 
"Little Parishes of Eight," "How to Prepare a Lesson for 
Teaching." This investment pays big dividends. 

(d) Supply best possible teaching helps for the teachers, 
the denominational helps, of course, and another if possible. 
Sometimes suggest a good paper to subscribe for. 

(e) Sit down with a new or troubled teacher and sug- 



llt will not be amiss to enclose the leaflet, "A Word at the Start," by 
Philip E. Howard (Sunday School Times Company), to give the teacher a psuh 
forward in his new duties. 

10 « 



146 THE SUPERINTENDENT AND HIS WORK 

gest plans of lesson presentation and of getting the scholars 
at work with manual or geography work. See in the next 
chapter, "Plans for the Lesson Period." 

(/) Secure a small teachers' library such as that 
issued by the Board of Sunday Schools, and see that some 
one is appointed to supply lists of books, and to keep the 
books in circulation among the teachers and officers. Helpful 
books in the public library may be mentioned. 

(g) Gather up items of encouragement concerning' the 
teacher's work from parents and scholars, and write or tell 
these to the teachers. Such a word gives wings to the teach- 
ers in their service. Home items that may give the teacher 
a new understanding of the scholar will be appreciated by the 
teacher. 

(h) The sick teacher visited or inquired about, the flow- 
ers sent, the teacher helped by the Superintendent to a busi- 
ness position, are among the ministrations that cement the 
personal relationship between Superintendent and teacher. 

(0 See that the Assistant Superintendent or some experi- 
enced teacher is given special oversight of a new or weak 
teacher, to encourage by practical help until the teacher is 
well started in effective work. 

Above all, make the teachers feel that the Superintendent 
stands back of them in their work, has their success and wel- 
fare constantly upon his heart, and appreciates their faithful 
service. 

2. The teacher's social life. This should be adequately 
planned for through the Social Committee of the school. It 
may include : 

(a) A monthly paper at homes or at the school, to be 
followed by discussion of topics of class or school interest 
previously assigned to individuals or taken up in round table 
form. 

(b) The Department teachers' supper or social, where 
games and program may be enjoyed with refreshments and a 
few topics of Department interest considered informally. 



THE SUPERINTENDENT AND TEACHERS 147 

(c) The Annual Social or banquet, which should be an 
important affair, to be held either at the Superintendent's 
home or at the school. This can be made as elaborate as de- 
sired, extending to decorations in school colors, printed pro- 
grams, toasts on Sunday school topics, and one or two special 
after-dinner addresses. 

Other opportunities of acquaintance and fellowship will 
be found in the summer outing of teachers and at the semi- 
social business and lesson study gatherings. 

The cohesion of the teaching force makes for power. 
These gatherings promote such a result, if their tone is kept 
purposely informal. 

3- The teacher's spiritual life. How can the Superin- 
tendent aid this? By his daily prayer for his teachers; by a 
teachers' prayer league in which they shall engage to pray 
daily for the class, for the other workers and school mem- 
bers, and for a larger empowerment for personal service; 
through the teachers' prayer gathering just prior to the 
session, where practicable; through the monthly prayer gath- 
erings of teachers after school or at some convenient time, 
especially to pray for spiritual preparation and vision, and 
to discuss the spiritual work of the school; through distribu- 
tion to the teachers of helpful leaflets, clippings, and books 
on spiritual equipment; and last but not least, by the Super- 
intendent's own vision and the atmosphere and spirit of his 
own life. "Is that Jesus over there?" was asked the teacher 
by a child in the Beginners' Department concerning one of 
the school Superintendents whose glowing face showed that 
he talked much with God. 

4. Securing co-operation of teachers. Many a teacher, 
busy week day and Sunday with his own problems, loses 
sight of the necessity of attention to details that are of first 
importance to the Superintendent and in school results. It 
has been found very helpful for the Superintendent to dis- 
tribute circular letters to his teachers bearing upon such 
points as prompt attendance, class facing the desk, the teach- 



148 THE SUPERINTENDENT AND HIS WORK 

ers' meeting, notification as to absence, visitation of homes 
of absentees, singing heartily, use of Bible, maintenance of 
order, co-operation in opening exercises. 

Invite teachers to a full and frank conference, giving one- 
half of the hour to the teachers' class problems which can be 
helped by the Superintendent, and the other half hour to the 
Superintendent's problems which can be solved by the teach- 
ers' aid. 

After the summer vacation invite officers and teachers to 
a "Council Fire," where the summer's experience can be told 
and suggestions gleaned that may stimulate to a larger serv- 
ice on the part of all. 

Encourage teachers to frank criticism and helpful sug- 
gestion through the "Question Box" or otherwise. Make 
acknowledgment of those ideas that are especially helpful 
and pertinent. 

5. Teachers who are problems. 

(i) The resigning teacher. You know him. If it has 
become chronic, have some one in readiness and shock him 
by accepting his resignation. Doubtless he will then decline 
to resign, but the trouble will be effectually cured. 

(2) The discouraged teacher. Suggest a class social at 
his or her home with gingerbread, apples, nuts, and games, 
without talking religion on that special occasion. 

Or perhaps it is a class co-operative scheme that is needed 
to get all happily at work in the class. Or the "key" boy 
needs to be set at work to do something with pencil and 
paper that will win him over. One such discouraged teacher 
in the writer's school who twice felt that he must resign, held 
on and saw three of his seventeen-year-old boys come to 
Christ. That man is now a successful Sunday-school Super- 
intendent. 

(3) The irregular teacher. The counterpart is the dwin 
dling class. It is this teacher that makes the Superintend- 
ent's hair grow gray before its time. 

In some cases irregularity occurs through thoughtlessness 



THE SUPERINTENDENT AND TEACHERS 149 

as to result to scholars and school. It may be capable of 
cure by the Superintendent if taken hold of promptly. An 
immediate visit or letter asking if the teacher is ill and ex- 
plaining how the class and Superintendent missed the teacher 
and that the class does not like substitutes will frequently 
remedy things. The Superintendent may suggest a call upon 
the teacher by the class, or that the class write her in turn on 
successive days of the week. Mr. Milford W. Foshay tells 
of a discouraged Superintendent who appeared at the teach- 
ers* meeting with six wooden dolls. He explained that some 
of the teachers from their absence without notification evi- 
dently expected that he could manufacture teachers for the 
occasion. He had grown desperate, and had finally manufac- 
tured the dolls, which he proposed to place in the chairs of 
absent teachers the next Sunday as the best he could do. As 
the result of this object lesson the difficulty was cured. 

Sometimes resolutions by the teachers will bring the mat- 
ter officially before the offending teachers. The Superintend- 
ent should be given authority to fill the place of any teacher 
absenting himself a certain number of Sundays without excuse. 

The best plan, when the case is such that the class is suf- 
fering, is to place the teacher upon the reserve or substitute 
list, fill the vacancy and advise the teacher accordingly. The 
class must have first consideration. 

(4) The poor teacher. This may be the Superintendent's 
fault. He has made a mis judgment. Or it may be it was 
that teacher or nothing. Sometimes the Superintendent can 
improve him by a good talk, by suggestions as to method, by 
placing the right book in the teacher's hands. It may be a 
case of misfit to that particular class, or that the class is too 
large, or a misplacing of the class, or such a week-day pres- 
sure that there is no time for study. But if the case does not 
yield to treatment, and the teacher has absolutely no grip, 
suggest a change to a Bible class or to some place of service 
other than as a teacher. 

(5) The insubordinate teacher. That is a case for pa- 

6 



150 THE SUPERINTENDENT AND HIS WORK 

tient, kindly explanation and conference. If conducted in this 
spirit rarely will it be necessary to go to extremes in such a 
case. The writer has had but one such case in twenty-five 
years. It was cured by a call of the Superintendent. That 
teacher is now an earnest friend. 

(6) The teacher with a hobby. Broaden the viewpoint by 
right books and a tactful talk, not running down the hobby 
but furnishing some new objectives. 

(7) The slighted teacher. You have had such. When 
you discover the case heal with a word of explanation before 
the breach widens. A large nature can afford to conciliate 
even where there was no intention of overlooking or hurting. 

(8) The late teacher. A kindly, tactful talk suggesting 
the great help early attendance would be to you and to the 
class will help in most cases. 

6. Testing the teacher's work. The class work can be 
tested by the review questions, the written review work, the 
interest during the lesson, the Superintendent himself sub- 
stituting in the class, and the teacher's preparation at the 
weekly teachers' meeting. 

The monthly teachers' report of class condition, home 
calls, conversions, and other facts will, in addition to his own 
observation, enable him to keep reasonably informed. 

III. Honoring the School's Helpers 

1. Honorary workers' list. The recognition of long 
service in the school should be made by suitable certificate 
and by enrollment on an Honor Roll. This will be prized by 
teachers, and is an encouragement to faithful service. 

2. In Memoriam. The memory of teachers who have 
graduated to the eternal service should be treasured in an 
*Tn Memoriam" list, which should be kept displayed. If the 
names of those who labor are inscribed on the hands of our 
King, we should not be forgetful of their loving toil. 



THE SUPERINTENDENT AND TEACHERS 151 

Lesson Outline: 

I. Securing a Teaching Force. 

1. Essential qualities in a teacher. 

2. Enlisting teachers. 

3. Substitute teachers. 

4. The teacher appointed and installed. 

5. The teacher welcomed. 

n. The Superintendent's Relations to His Teachers. 

1. Attaching and helping the teacher. 

2. The teacher's social life. 

3. The teacher's spiritual life. 

4. Securing the co-operation of teachers. 

5. Teachers who are problems. 

6. Testing the teacher's work. 

HI. Honoring the School's Helpers. 

1. Honorary workers' list. 

2. In memoriam. 
Bihliography: 

Trumbull, "Teaching and Teachers." 

Topic for Special Study: 

I. Advisability of a paid teaching force. 

Topics for Class Discussion: 

1. What outstanding qualities should a Sunday school 

teacher possess? 

2. What natural sources of teacher supply are there? 

3. Where must we look most largely for our future 

teacher supply? 

4. Which class of teachers are best for effective work : 

the trained young people of the school or older 
teachers gathered where possible? 

5. Suggest several plans for solution of the substi- 

tute problem. 

6. What is the Superintendent's duty with reference 

to his teachers ? 

7. In what ways can he be most helpful to them? 



CHAPTER XI 
TEACHERS' AND BUSINESS MEETINGS, 

I. Teachers' Meetings 

This is a name commonly employed, but as the meeting is, 
or should be, composed of all the school workers, the name 
"Workers' Council" or "Workers' Meeting" or "Workers' 
Conference" would be more appropriate. There are five ob- 
jectives in such gatherings: (a) The school 
business items. (b) The problems of school 
management, (c) The teacher's class problems, (d) Meth- 
ods, rather than material, of teaching the lesson, (e) Nor- 
mal material and drill to aid the teacher's personal equip- 
ment. A Superintendent can not well omit a meeting having 
such important objects. The meeting is vital to the school's 
largest success. It is essential to the teacher's help and 
training. It gives power and point to the Sunday lesson ses- 
sion. It is the Superintendent's close range contact with his 
teachers. It promotes the social life. 

Where the Uniform Lessons are still in use an important 
function of the meeting will be the consideration of the 
lesson for the following Sunday. This is treated in detail be- 
low. It should not be supposed, however, that the lack of a 
Uniform Lesson makes this meeting unnecessary, much less 
impossible. Its most important functions still remain, as may 
be realized from a consideration of the objectives named. 

The principal thing is to agree upon the necessity of a 
meeting with such a program of work. The details must be 
worked out according to local conditions with such help as 

152 « 



TEACHERS^ AND BUSINESS MEETINGS 153 

comes from the experience of other schools, and with all the 
push, patience, and energy which the Superintendent can 
muster. 

Where, owing to conditions in certain scattered com- 
munities, a weekly gathering is impracticable, a monthly 
meeting at some home or the church may solve 
Councu'^ ^ ^^^^ problem, combining social and devotional 
features, a half hour being given to previews 
of the monthly lessons by four different people, round table 
discussions on school and class problems, and business items, 
each part carefully scheduled as to time. 

I. How to work them up. Make up your mind that it 
is an important thing to have and that it will become a reg- 
ular feature of the school work. Call your officers and 
teachers into conference, get them to desire it by the at- 
tractiveness of the plans presented, and to enroll in writing 
for its regular support. If there should be special opposi- 
tion get approval to a plan to undertake it for three months 
on trial. 

In Korea it is a rule that no teacher can teach on Sunday 
who has not attended the weekly teachers* meeting. That 
plan has worked here. A rule to this effect adopted by the 
teachers, excuses to be passed on by the teachers themselves, 
would bring results. It might be difficult of application in 
many places. 

Invite young people of the school who should have the 
benefit of this meeting as a stimulus toward future work. 
Enlist the teacher who feels he does not need it for himself 
in helping the others by assigning a regular part. Encourage 
the new teacher by giving him a part he can easily take with- 
out disadvantage. Strive for a hundred per cent attendance, 
including officers. Make it so interesting they can not af- 
ford to stay away. Have printed or typewritten schedule 
of meetings distributed showing special weekly topics and 
speakers. Just before the meeting send word to the usually 
absent of meeting, topic, and a special word of invitation. 



154 THE SUPERINTENDENT AND HIS WORK 

Get the Department Superintendents interested through a 
competitive plan announcing for a time the attendance by 
Departments and relative percentage. 

2. Conditions of success. No one plan can be suggested 
that will meet the conditions of all schools. Teachers' meet- 
ings have been attempted in many places and have failed 
sometimes for want of plan, sometimes for lack of push. 
They have been a success in others through push and the 
combination of features that have made them steadily at- 
tractive. They will not run themselves excepting down hill. 
The social feature has entered helpfully into many of the 
successful plans. 

3. Time and place. Considering now the meeting as in- 
cluding the lesson as its chief feature, a weekly meeting is to 
be preferred, at the church if possible, or some other suitable 
place. From an hour to an hour and a quarter should be 
given to it. A favorite plan combining social and other fea- 
tures is for the workers to gather at the church or a private 
home at 6 or 6.15 for supper arranged by the hostess or a 
committee, and toward which each one contributes from ten 
to twenty-five cents, according to cost. If the gathering is 
at the church and before the prayer meeting the supper is 
disposed of and the meeting called to order at 6.45 or 7 
o'clock. An hour is then given to business items, teachers' 
and school problems, and the lesson. If not hurried by the 
prayer meeting, a fuller program is possible, including a 
normal drill or brief papers by teachers, or a chapter or re- 
view of a book in the teachers' library. Or the meeting, if 
held at a home or the church, could be concluded with a so- 
cial time, the officers in turn providing light refreshments. 

4. Some successful plans. A plan successfully carried 
out by Dr. Don Kinney at Newton, Kansas, included a weekly 
gathering at a home and an hour's program covering fifteen 
minutes for a book review of new books in their teachers* 
library, a ten-minute normal drill, twenty minutes devoted to 
lesson points and discussion, and fifteen minutes to business 



TEACHERS' AND BUSINESS MEETINGS 155 

and social items. The Methodist Sunday school at Opelika, 
Alabama, has for a long time maintained a weekly council 
with an advertised program, including two or three live top- 
ics on management and teachers' problems, and the lesson 
topic. The workers of the First Methodist Sunday school of 
Decatur, Illinois, meet weekly at the church for supper, and 
at 6.45 the pastor presents the lesson covering the time, geog- 
raphy, characters, and outline, leaving to the teacher the 
adaptation to class. 

In the writer's school various plans have been used. The 
business meeting has been always a separate monthly meet- 
ing, including at times, in addition to school business, spe- 
cial school problems, teachers' reports, and a "Timothy 
Standby" letter. The weekly lesson study has been led by 
the Superintendent or by the pastor, the point of contact and 
lesson points and appeal being suggested for each depart- 
ment. For a long time the normal lesson was first given by 
the Teacher Training Superintendent, and after the regular 
lesson mimeographed outline notes of the lesson points and 
illustrations were given the teachers for use in teaching, care 
being taken that there was something for teachers of differ- 
ent departments. Some leaflets with a good illustrative story 
or poem or something choice for the teacher's personal life 
was given out at the close of the meeting. The normal les- 
son has been given for a half hour on, say, "The point of 
contact in teaching," or "The art of questioning," and then 
the lesson has been used in the application to it of the nor- 
mal lesson as applied to different grades, the teachers usually 
suggesting plans for such application. 

5. Teacher training in the workers' meeting. The 
time is not far distant, we trust, when it will be required of 
every teacher that he shall, before taking up the work of 
teaching, prepare himself for the undertaking through the 
study of a course in the Bible and in the principles of reli- 
gious education, either in a class conducted during the Sun- 
day-school hour, in a week-night meeting, or by a Corre- 



156 THE SUPERINTENDENT AND HIS WORK 

spondence Study Course. For the present, however, we have 
many teachers who are not so trained, and who must be 
helped to a greater efficiency through drills in the weekly 
workers* meeting or in some other form of week-night meet- 
ing. A number of courses which may be used in this way 
have been prepared, and are offered under the auspices of the 
Board of Sunday Schools.^ The courses available at the 
present are a First Standard Course, fifty lessons dealing in 
an elementary way and in outline with the subjects of the 
Bible, the elements of teaching and child study, and the Sun- 
day-school. In presenting this course any intelligent teacher 
may be chosen as leader, and he may readily do the work by 
keeping a little ahead of the class. There is also an Ad- 
vanced Standard Course which deals with the same subjects 
in a more thorough and comprehensive manner. About 
twice as much time is required for its completion. Of course 
the more time the class is able to spend with a course the 
greater will be the benefit gained. A class or group of work- 
ers taking up either of these courses should enroll with the 
Board of Sunday Schools and take examinations on the course, 
for the successful completion of which the Joint Diploma 
of the Board of Sunday Schools and the International Sun- 
day School Association will be granted. 

For the conduct of such a class the teachers should be 
supplied with the texts used, the purchase being made either 
by the individuals or by the school. Where the study is re- 
quired before one may take up the work of teaching, it would 
not be amiss for the school to bear at least a portion of the 
expense of the course. 

6. The "problem" feature of the meeting. These may 
be selected weekly by the Superintendent or by the Program 
Committee. Two for each meeting should be sufficient. These 
can be assigned previously, presented briefly, and then dis- 
cussed by all. Sometimes a school round table leaflet, em- 

IFor full information concerning Teacher Training Courses, address the 
Board of Sunday Schools, 57 Washington Street, Chicago, 111. 



TEACHERS' AND BUSINESS MEETINGS 157 

bracing a large number of subjects, may be used, and selec- 
tions made at the meeting by those present for informal dis- 
cussion within the limits of the time allowance. The local 
conditions will govern the topics selected, but there are 
problems common to all schools, some of which may be 
suggested for use. How to secure punctuality. Our Sunday- 
school singing: how improved? Promotion Day and its ex- 
ercises. How to advertise the school. The Home Depart- 
ment : methods for increasing it. How increase the school's 
interest in missions? Can the opening exercises be made 
more interesting? Decision Day: best plans for it. How 
hold our larger boys? How increase the school's offerings? 
Our absentees: how reached? Rally Day: how to make it 
successful? 

7. Other features. Various other features may occa- 
sionally be introduced. Read and discuss weekly a chapter 
in some helpful book, such as Trumbull's "Teachers and 
Teaching;" "The Boy and the Church," by Foster, or "The 
Girl in Her Teens," by Miss Slattery. A review of these or 
other books may be given by the librarian or a teacher to 
inspire a desire for their reading. 

8. The devotional opening. Some teacher or officer 
should lead this. A song and prayer or several prayers will 
probably be sufficient, but a prayer topic will be found helpful 
and it should be related, if possible, to some special need of 
the school, or should look toward the special school plan for 
the followmg Sunday. It would be a good plan to sing one 
or two of the new school songs at the opening to help toward 
the singing in the school. 

9. Plans for the lesson period. When the Graded Les- 
sons are in use the workers may separate into Department 
Groups. The Superintendent of each Department or a spe- 
cially appointed leader will present departmental problems 
and methods. If the Uniform Lessons are used, one meeting 
for all will suffice. Note-books or pads and pencils should 
be provided by the teachers or school, and a blackboard and 



158 THE SUPERINTENDENT AND HIS WORK 

such charts or maps as may be required to give the lesson 
setting. The lesson section should be handled by the person 
best fitted for it, whether pastor, Superintendent, or a 
teacher. The lesson methods are many. As suggested, the 
best plans presume that the lesson has at least been read by 
the teachers before coming and the lesson facts mastered. 
This will save going over the lesson in unnecessary detail. 
The Superintendent can assist his teachers in this home prep- 
aration by suggesting a day by day plan for the teacher. 
Mr. Trumbull's leaflet on "How to Plan the Lesson for 
Teaching," or something similar, should be distributed to all 
teachers. The plan of having a different teacher for each 
lesson may work in some places, but is open to the objec- 
tion that the results may be irregular and the attendance 
diminish. But the teachers can be encouraged 

Ways of ^Q ^^-^^ some part. There is general agreement 

Teaching the . , - , , ... . 

Lesson ^^^^ ^^^ lecture method will not work as a 

regular program. The text may be read verse 
by verse, first from the Authorized Version and then a teacher 
may read the verse from the American Revised Version. A 
teacher may prepare the lesson as he would teach it to his 
class. Then have the teachers criticise the plan. A verse 
may be given out to different teachers with request for the 
most practical thought on each verse and an illustration of it. 
How to bring the lesson into the terms of the life of the 
boys and girls of to-day so that it shall seem real is a vital 
need. Get some one to tell the lesson story in that fashion 
occasionally. Some lessons will have outstanding difficul- 
ties. Let these be attacked at the very beginning. Several 
may be asked to bring a leading thought and illustration for 
present-day life. For variety the teachers may be taught as 
a Junior class, or a class of some other Department, the 
teachers answering or asking questions just as boys and girls 
would. Each Department should be kept in view for some 
help each week, by at least one strong thought and illustra- 
tion. The lesson may be presented on a preview plan with 



TEACHERS' AND BUSINESS MEETINGS 159 

a key word as its central thought to fit into a quarterly re- 
view plan. Or the Golden Texts may be used as the links 
of the quarterly chain. Good questioning on a particular 
lesson may be illustrated 1 y a set of questions prepared by a 
teacher and criticised. Or the quarterly printed questions 
may be taken up and criticised. How to illustrate the lesson 
and how best to review it may be presented by a teacher in 
the same way. A workable outline may have the same treat- 
ment, several presenting their plans for criticism. At the 
meeting's close a summary of best points by the leader or 
some one well qualified for this will be worth while. 

A plan tried with general success as a uniform method, 
one which gets all at work and develops the slower and mod- 
est teacher, is the assignment to the teachers of certain 
questions or parts in the lesson in advance, in writing, so 
that the answer shall come in person or in writing at the 
meeting. These may be in the form of questions which 
bring out the salient points, or the "Angle" method. By the 
latter method each one receiving an assignment contributes 
briefly the "Angle" called for, as follows: Angle No. i. 
Approach: give the subject of last lesson, brief treatment of 
intervening history, time, place, and circumstances leading up 
to this lesson. Angle No. 2, The lesson story: give the les- 
son story in your own words. Angle No. 3, Analysis: give 
a simple working outline for studying and teaching the les- 
son. Angle No. 4, References: give helpful references and 
parallel passages, showing how they bear upon the lesson. 
Angle No. 5, Biography: give names of persons, classes, and 
nations mentioned or referred to. Angle No. 6, Oriental- 
isms: give any Oriental customs or manners peculiar to this 
lesson. Angle No. 7, Principal teachings: give the principal 
truths most forcibly taught. Angle No. 8, First Step: give 
a good way to introduce this lesson to your class so as to se- 
cure attention from the start. Angle No. 9, Primary: give 
the features of this lesson which are best adapted to small 
children. Angle No. 10, Objects: give a list of any objects 



i6o THE SUPERINTENDENT AND HIS WORK 

which might be profitably shown in teaching this lesson. 
Angle No. ii, Illustrations: give a few incidents or facts that 
will serve as illustrations. Angle No. 12, Practical points: 
give the most practical points in personally applying the les- 
son to the everyday life of the scholars. One school gets out 
a quarterly folder printing these angles and the lesson table 
and a special topic for each week's discussion, with a blank 
form to be filled in by the Superintendent, assigning to the 
teachers a definite angle for each week for presentation within 
a three-minute limit. 

II. The School's Business Meetings 

1. The monthly business meeting o£ the Sunday 
School Board. In many schools this is a feature. It may 
need addition and brightening and polishing. Let the offi- 
cers' cabinet eleminate the "dry" business items which can 
be posted by the secretary for those desiring to read them. 
Where the school work is done largely by committees these 
reports and recommendations will be taken up. Teachers' 
monthly class reports may be read by the teachers present, 
and by the secretary for those absent. If the number of 
classes is large, a summary of these reports may be given 
by the secretary, stress being placed on encouraging items to 
stimulate class and visiting work. Department Superintend- 
ents may report for their Departments items of special inter- 
est in Department efficiency and progress. Teachers can 
thus get a glimpse of the entire work of the school. New 
teachers may be introduced. Neighborhood problems may 
be discussed, and some stimulating school topic, such as 
"A school motto, colors, and flower," or "The class spirit: 
how to promote it," or questions from the "Question Box" 
may be taken up. A fitting closing feature for the evening is 
one of the Joseph Clark "Timothy Standby" letters. There 
is nothing better for humor, point, and vision. 

2. The annual business meeting. This may have a so- 



TEACHERS' AND BUSINESS MEETINGS i6i 

cial side, but should be a separate affair from the Annual 
Social. A good plan is to meet at the church for supper, and 
then take up the evening's business. This will consist in the 
reports of the year's work by Departments and Committees, 
and if prepared with snap and with the illustrative details 
which can so finely brighten up such reports, the gathering 
will partake of the enthusiastic qualities of a Sunday School 
Convention, and the report of "our Department" will be 
eagerly Hstened to by every teacher in it. This affair will 
be an objective, with the feature of Department competition 
in it which will stimulate all the workers. The outstanding 
items in the reports should be given the school and published 
in the Church paper and in the local press. 

The election of officers should follow. (See page 59 for 
details as to election of officers of Methodist Episcopal 
schools.) 

Lesson Outline: 

I. Teacher's Meetings. 

1. How to work them up. 

2. Conditions of success. 

3. Time and place. 

4. Some successful plans. 

5. Teacher Training in the workers' meeting. 

6. The "problem" feature of the meeting. 

7. Other features. 

8. The de\x)tional opening. 

9. Plans for the lesson period. 

II. The School's Business Meetings. 

1. The monthly business meeting of the Sunday School 

Board. 

2. The annual business meeting. 

Bibltographiy: 

Wells, "Sunday School Success." 

Trumbull, "The Teachers' Meetings : their Necessity 
and Methods." 
II • 



i62 THE SUPERINTENDENT AND HIS WORK 

Topic for Special Study: 

I. The importance of the workers' meeting to the 
Superintendent. 

Topics for Special Study: 

1. What is the object of a workers' meeting? 

2. What items should be included in its program? 

3. Suggest plans of building up attendance. 

4. How can the business meeting be made interesting? 

5. Name five important school problems for discussion. 

6. Name three different plans for the lesson period 

for the workers' meeting. 



CHAPTER XII 
THE SCHOLAR 

The school exists for the scholar, for his winning, his 
spiritual culture, and his religious education. It is, or should 
be, the enlargement of the true Christian family life, the 
second step in that culture of the soul which has its consum- 
mation in the eternal home life with God. 

I. Attaching the Scholar to the School 

I. Welcoming the new scholar. How definitely we re- 
call that first Sunday in the new Sunday school when shy, 
unacquainted, the shining face and warm handclasp of the 
Superintendent made it that very Sunday ''my school." It 
w^as June to us. And how well you may recall that Sunday 
when you wandered into the new school, found a seat some- 
where, was finally "dug out" by an officer, and taken to a 
strange class, where the teacher failed to ask you your name 
and did not tell you his, and you went out in tears and with 
a longing for the warm fellowship of the old school. It was 
December to you. 

Have a Welcome Committee who will introduce the 
scholar to the Assignment Superintendent or secretary, where 
the scholar signs the application form. Then introduce to the 
class or Department Superintendent. The same or the fol- 
lowing Sunday invite the scholar forward and with a cor- 
dial word of welcome and introduction present with a School 
Certificate of Membership, the school or department singing 
a verse of welcome, or repeating a sentence of welcome, and 
giving the Chautauqua salute. The names may be written on 

163 « 



i64 THE SUPERINTENDENT ANE^ HIS WORK 

the blackboard for recognition, showing department or class 
assignment, and may be inscribed in a new scholar record to 
be hung up. The school pin may be placed on the scholar as 
a part of the introduction service. On Monday 
Reception following admission mail a welcome letter inclos- 
Membership ^^^ ''Hints to the Scholar," outlining the school 
duties, plans, and privileges. If your school has 
several departments, the letter should differ in each depart- 
ment, so that a different letter may be received by members 
of the same family in joining. The letter will invite to the 
fullest co-operation, and will suggest that a change of class 
will be effected if the scholar should not feel at home in the 
new class. A letter to the parent may be sent at the same 
time, noting with pleasure that the child has become a mem- 
ber, inviting a visit, and suggesting some plans of home co- 
operation. 

The teacher should be requested to visit the home of the 
new scholar the following week, making a report of such vis- 
itation on a card form to the Superintendent, showing the 
Church relationships of the home and others there not in at- 
tendance at Sunday-school. 

A once a month or once a quarter introduction service 
may be preferred to the welcome each Sunday, to save the 
school's time; the Enrollment Secretary reading the names 
and the names of those bringing in the new scholars, the 
service then carried out as suggested above. Periodically a 
social reception service to new scholars may be arranged on a 
week night, when they shall be designated by special ribbons 
and some "get acquainted" games be played. 

2. Birthday recognition. Young and old appreciate 
such recognition. The letters and gifts are treasured for 
years. The birthdays of the whole school should 
Birthdays ^^ ^^ remembered, the adults and Home De- 
partment no less than the youngest. Frequently 
the appreciation of the adult is larger because he is less 
remembered at home than the child. The birthday records 



THE SCHOLAR 165 

of each member should be kept by the Birthday Superintend- 
ent, or the Birthday Secretary, of the school or department, 
in a card index form arranged by months showing name, ad- 
dress, birthday, department, and class. A birthday register 
arranged by months is sometimes used, or a monthly birth- 
day calendar hung upon the school wall, but the card index 
is the quickest to handle, and can be kept clean of cancella- 
tions. 

A birthday card, or letter with card, differing each year 
and different in each department, should be mailed, or deliv- 
ered by the messenger service. An envelope for the offering 
may be inclosed, the object of the offering being stated. For 
the scholar above the Primary Department a red carnation 
for the boys and white for the girls will make a pleasing ad- 
ditional recognition. For the younger scholars the Sunday 
recognition may be more elaborate, including the march with 
the birthday banner, birthday song, birthday text (Psa. 90: 
12), the offering to some object such as a child's bed in the 
hospital. Some schools plan pleasant monthly, quarterly, or 
yearly school birthday parties. 

3. The scholar's sex life. No subject is more vital 
and yet more difficult to handle. It is so intimately related 
to physical, soul, and character development that it should 
not be avoided. There is no question but that the scholar 
will be grateful for this interest, and that it will prove a new 
means of attachment to the teacher and school. And in most 
cases the parents will appreciate the interest if wisely mani- 
fested. 

It IS agreed that the first duty of entering frankly and 
helpfully with the scholar into this untraveled realm of life 
is upon the parents. That parents fail so often in this re- 
spect is common knowledge. The teacher and Superintend- 
ent should wherever possible supplement the parents' work: 

(i) By arranging separate meetings of fathers and of 
mothers addressed by a physician or other wise worker. The 



i66 THE SUPERINTENDENT AND HIS WORK 

duties of parents can be enforced and wise books suggested.^ 
A parents' talk is usually to be preferred to a book. 

(2) By a careful letter to parents of scholars of the teen 
age, suggesting the right books and the parents' privilege and 
duty of such service to the young people during the critical 
years. This may reach parents who would not attend a 
parents' gathering. 

(3) Through the teacher's personal help after conference 
with the parents or, at times, upon the teacher's own initiative 
where it seems wise. 

(4) By separate gatherings of the young men and the 
young women from sixteen on for a sane, frank talk by a 
Christian physician. 

4. The scholar entering business. Just here is fre- 
quently the point of cleavage between the scholar and his 
Sunday school life. He may think himself entitled to Sun- 
days for recreation and sometimes he is encouraged in this 
view by his parents. If the school interest is lax, he is often 
A Sunday ^^^^ ^^ membership. An Employment Depart- 
Schooi ment in connection with many schools can per- 

Empioyment form a large service in this respect. Business 
Department houses will be glad to be put in touch with the 
right young people. In the writer's school about three hun- 
dred positions annually are obtained for its young people 
and parents with but slight cost to the school, and the young 
people thus linked in grateful interest with the school. All 
that is needed is an Employment Superintendent or Commit- 
tee, and circular letters or personal calls on employers of 
labor asking for co-operation. The scholar fills out an appli- 
cation form and is notified where to go. 

1 Such as Sperry, " Confidential Talks with Young Men ;" " From a Young 
Man to Young Men" (Revell); Hall, "From Youth to Manhood." A series 
published by the "Society of Sanitary and Moral Prophylaxis" is commended 
to the careful consideration of Pastors, Superintendents, and teachers, namely, 
"The Young Man's Problem;" "Education in the Physiology and Hygiene 
of Sex for Teachers;" "The Relation of Social Diseases with Marriage;" 
"The Boy Problem;" " How My Uncle, the Doctor, Instructed Me in Matters 
of Sex ;" " Health and the Hygiene of Sex for College Students." These 
pamphlets can be procured through Eaton & Mains, New York, xo cents each« ■ 



!i 



THE SCHOLAR 167 

5. The unruly scholar. Let the Superintendent invite 
him to his home alone or with a few others who may be, 
like him, leaders of groups or gangs of boys. Some- 
thing good to eat, a talk about great leaders of the world, 
and an invitation to co-operate in some definite, responsible 
service will ordinarily win him over to your side. The 
teacher, too, should utilize his activity in definite work. Loan 

the boy the right book or magazine, find out 
Discipline ^j^^ thing in which he is interested, and appeal 
Interest ^^ ^^^^- Sometimes get him a job. One such 

boy told the other boys that they would all 
have to behave, as the Superintendent got him a job and he 
must not go back on him. 

Judge Lindsey said, "I believe that for every so-called 
bad boy in this world there is some person who can save 
him." The Superintendent or teacher is frequently the only 
influence to rightly guide his life. His presumed badness 
is usually misdirected energy. It is up to the school to keep 
that energy employed in right channels. It should never 
be difficult to get a boy's heart if you hold the key of love 
and sympathy. 

6. How to hold the boys. Give them wherever possi- 
ble men teachers. Lay this burden upon your men*s classes. 
Keep promises to them when made. Set manly standards in 
word and life. Promote a teachers' club of the boys' teach- 
ers to study best books.^ Pay attention to him when sick. 
If you can, imagine yourself back at fourteen. Give one even- 
ing a week to a group of the boys at your own home. Get in 
to see the boys' parents, if you can, for a friendly call. Make 
up for teachers of boys' classes lists of places in your city or 
section of interest for boys to visit with their teacher. Get 
the men's class to plan an outfit for the boys' evening and a 

ISuch as Merrill, "Winning the Boy" (Revell); Stelzle, "Boys of the 
Street" (Revell); Foster, "Boy and the Church" (Sunday School Times Co.); 
Foster, "Starting to Teach" (International Y. M. C. A.); Forbush, "The Boy 
Problem" (Pilgrim Press); Flint, "The Boy Puzzle;" Miss Koehler, "Boys' 
Congress of Missions ;" Gunckel, " Boyville." 

6 



i68 THE SUPERINTENDENT AND HIS WORK 

regular room. Give him something hard to do for the school 
and the Church. Get the men to open their homes to him. 
Let him know there is something ahead of him in the school 
plans and life. Individualize the boy in his difficulties and 
tastes, and meet them. Know what he does with his even- 
ings, and what his home life is like. Bufld the men around 
him as friends, not as policemen. Bring him to feel the dig- 
nity of Bible study, and the nobility of Christian living and 
service. 

7. Methods of using scholars. Utilize them in making 
posters, designs for pins or badges, cutting pictures from 
magazines and making them up in books for the sick and 
shut-ins ; repairing old toys for Christmas, sewing for the 
needy. Have them occasionally prepare a paper on some 
Bible or Sunday-school topic. In one or two minute state- 
ments let the classes through teacher or member report the 
class work done, for the suggestion or inspiration of all. 
Through the Messenger Cadet Corps give them definite work. 
Use them as pages and helpers before and during the session. 

8. When the scholar leaves. Notice his going by an- 
nouncement, a prayer, and godspeed. Provide him with a 
transfer to another school. Write the Superintendent of the 
school to which he is going to look him up. 

9. When a scholar dies. See that the school committee 
sends flowers in the name of the school, call or write a per- 
sonal word of sympathy to parents, remember the family in 
prayer in the following Sunday's session, and inscribe the 
name and date of death on an "In Memoriam" list to be kept 
on the school wall. 

II. Securing Home Study 

Mr. Beecher once said: "The ordinary Superintendent 
strikes the bell, gives out a hymn, makes the opening prayer, 
and then walks around and looks important until time to do 
the same things again and close the school. The extraor- 

e 



THE SCHOLAR 169 

dinary Superintendent makes it his business to see that the 
teachers and children all learn something worth while out of 
the Word of God." Probably no more practical service 
could be done by the Superintendent than to promote the 
scholar's home study of the lesson. This is a confessedly 
weak point in the average school. 

With the average scholar we can not expect home study 
unless it is suggested and indicated. 

1. Weekly lesson study questions. 

(i) Many schools distribute each week Home Study ques- 
tion slips with, say, ten printed questions on the lesson for 
the following Sunday, due credit being given for the school 
honors. Or these slips may give the location of the lesson 
with the following question words: When? Where? Who? 
What? What then? to be answered in writing. These ques- 
tions are in some cases printed in the Church calendar of the 
previous Sunday. The school may grade its questions with, 
say, five or six questions each for the departments above the 
Primary, suggesting Bible references. A brief prayer may be 
printed to broaden the scholar's prayer life. 

2. The teacher's plans. 

(i) The teacher may give to each scholar a written ques- 
tion covering some point in the lesson for the following 
Sunday, concerning a city or person or event, giving the ref- 
erence and numbering the question so that it will surely be 
asked for on the Sunday, or during the week a post card 
might be sent or a letter with some suggestion, indicating 
some book where information may be found. 

(2) An excellent plan is to give to each scholar a definite 
part in the lesson to prepare, such as connecting events, time 
and place, persons, events, teachings, and a few good Scrip- 
ture references. These parts may be shifted weekly so that 
the scholar would get acquainted with the full plan of lesson 
study. 



170 THE SUPERINTENDENT AND HIS WORK 

(3) A week night meeting of teacher and class is helpful 
in which in addition to the games and a little social time 
the lesson of the following Sunday is taken up. 

(4) Teacher or Superintendent may suggest on Sunday 
some good book or books in the school or public library, fic- 
tion or otherwise, which will give some light on the lesson. 

(5) The Superintendent may ask classes in turn to be re- 
sponsible for a brief statement of the connecting link be- 
tween lessons, the statement to be made before the time of 
the lesson reading by the school. 

3. Home daily Bible readings. These may be encour- 
aged through the distribution to all the scholars using the 
Uniform Lessons of the list of daily readings for the year 
in convenient form to slip into the Bible. In connection with 
these a blank may be given to each scholar with space for 
each day of the quarter for the scholar's daily marking and 
report of their Bible reading. 

III. The Absentee 

Retention is as important as extension. Indeed, it is a 
vital part of extension. Large schools could be built out 
of the needless waste of some schools. Failure to visit or 
make immediate inquiry is largely the reason for irregular- 
ity and loss of the scholar. 

The Superintendent should seek to find the reason for ab- 
sence, and remedy the difficulty if possible. No scholar's 
name should be cancelled from the records without a reason 

to be approved in writing by the Department and 
'^^ , school Superintendent. "Left," written by a 

Neglect teacher opposite a scholar's name may cover a 

crime against the scholar. Cancellations of this 
sort have occurred in scores of cases where the scholar has 
been sick or absent for good reason, and the teacher has made 
absolutely no effort to discover the reason. There is no better 
use of time than for the Superintendent to sit down for an 
tour with the class books and note the absences. Such leaks 





THE SCHOLAR 171 

in business, unremedied, would spell ruin. What is the 
remedy ? 

In many schools teachers are supplied with absentee slips 
to report to the Superintendent or secretary each Sunday the 
names of absent scholars with a cross opposite those schol- 
ars that the teacher will visit and report on. The other 
names, if any, are referred to the proper committee for their 
visitation during the week. In other cases the teacher's at- 
tention is called to the absentee's case by a card from the 
Superintendent showing the number of Sundays absent, and 
requesting report by the following Sunday. Where a visit is 
impracticable the teacher is to report back at once for atten- 
tion by the Visiting Committee, or through absentee forms 
taken by the Messenger Service to the home of the scholar. 

The teacher's personal visit is by far the most effective 
method to employ. A busy Buffalo teacher with over four 
hundred young men in his class makes it a rule to make 
twenty-five calls weekly on his class members. The teacher's 
letter or a visit from the class committee is the next best 
thing to a call. A diligent Visitation Committee may render 
efficient service. 

The Superintendent's letter, mailed, or taken to the home 
by the Messenger Service, is another method. The wording 
of this letter is most important. A good letter is half the 
winning. A tactful "follow up" letter may complete the job. 
A letter to the parents in some cases is to be approved. In 
one successful school the school sends a card to one Sun- 
day's absentees, requesting to be informed in case of sick- 
ness. After a second Sunday the teacher calls or writes a 
letter. After the third Sunday the Superintendent or some 
other representative of the school calls. 

IV. Attendcince and Rewards 

How may the scholar's attendance be encouraged? The 
strongest lodestones for regular attendance and sustained 
interest through the years are an interesting school session, 
a devout, able teacher, and loyal class spirit. The average 



172 THE SUPERINTENDENT AND HIS WORK 

attendance of the Sunday-schools of the entire country is 
about sixty per cent. This surely may be improved. 

During certain periods scholars are moved by the in- 
centive of a reward. It is well for a school to include other 
worthy objectives besides attendance in its reward system. 
It should be remembered that a poorly managed school can 
not hope for permanent results from a reward incentive 
alone. Better attendance must be secured by better pro- 
grams, a toning up of the teaching force, and a firmer grip 
on all sides of the scholar's life. 

The best results come from a reward plan in which the 
honors are within the reach of all, and not prizes which can 
be won by one or two, and which usually leave an aftermath 
of hurt and disappointment. These honors should be cum- 
ulative, making for continuous interest. 

It may be a good plan to announce the number absent 
each Sunday. It may be a little shock to pride, but will lead 
to visiting, to the removal of dead wood after an earnest 
effort at salvage. There will always be those necessarily 
away more or less, who should have a place in an associate 
or reserve membership, so that the perfect attendance of the 
active enrollment will not be interfered with. 

I. Some effective honor plans. Among workable plans 
may be suggested the following: 

(i) The Loyal Sunday School Army plan. This was 
originated in Illinois. It provides for marking in three re- 
spects : (a) Attendance, whether punctual or tardy; (&) 
Lesson, well learned or partly learned; {c) Offering, amount 
not indicated.! 

(2) Another plan in wide use, originating in the Marion 
Lawrance Sunday school of Toledo, involves the use of the 
Robert Raikes diploma with yearly colored seals and a yearly 
celluloid button to match the seals.^ 



IW. B. Jacobs, 133 La Salle Street, Chicago, is headquarters for Loyal 
Sunday School Army information. 

2 Information regarding the Raikes diploma and plan maybe obtained from 
the World's Sunday School Supply Co., Detroit, Mich. 



THE SCHOLAR 173 

(3) Various other plans. The Eberhart Roll of Honor 
plan involves the wearing of ribbons indicating the quarterly 
or yearly record. Local school pins in bronze or silver or 
gold, with or without bar attachments for succeeding years, 
are used with success. 

In these and other plans it seems fair to recognize best 
effort. Personal illness or home illness that may prevent at- 
tendance should be allowed for, an excuse form being signed 
by parent, teacher, and Superintendent. In many schools 
the plan is carried clear through the year, attendance at a 
Sunday school while away in the summer being indicated by 
a vacation card signed at the school attended. Other recog- 
nition plans for stimulating attendance and including such 
other features as may be determined upon by the local school 
are: 

The Attendance Chart for department or school. 

The use of a large thermometer to indicate attendance, 
enrollment, and a comparison with previous year. 

Recognition of "Star" classes, a star attached to a stand- 
ard being held by a class with a perfect record for a month. 

The holding of a banner for a month by class or classes 
reaching the required standard. 

Little's Cross and Crown System. 

Star pins in silver and gold according to length of record. 
Wall chart indicating star classes for each Sunday. 

Annual reception to banner or star classes will be a 
further recognition. 

The presentation of *'0n Time" buttons for prompt at- 
tendance for a period.^ 

There are other methods to inspire attendance, such as 
the use of printer*s ink, setting out in attractive form a 
monthly program and a few ringing school ideals. 



1 Write W. G. Chamberlain, Denver, Col., for information as to the *'On 
Timt Brigade." 



174 THE SUPERINTENDENT AND HIS WORK 

Lesson Outline: 

I. Attaching the Scholar to the School. 

1. Welcoming the new scholar. 

2. Birthday recognition. 

3. The scholar's sex life. 

4. The scholar entering business. 

5. The unruly scholar. 

6. How hold the boys. 

7. Methods of using scholars. 

8. When the scholar leaves. 

9. When the scholar dies. ^ 
II. Securing Home Study. 

1. Weekly lesson study helps. 

2. The teacher's plans. 

3. Home daily Bible readings. 

III. The Absentee. 

IV. Attendance and Rewards. 

I. Some effective honor plans. 

Bibliography: 

Wells, "Sunday School Success." 
Topic for Special Study: 

I. Reward systems. 

Topics for Class Discussion: 

1. How can the school make its first impressions upon 

the scholar effective? 

2. How may the school recognize pleasantly the schol- 

ar's birthday? 

3. Has the Sunday school a duty to the scholar's sex 

life, and how can he be helped? 

4. Suggest one way in which the school can get a grip 

on the scholar entering business. 



THE SCHOLAR 175 

5. State a few methods of holding the boys. 

6. What methods are helpful in recovering the ab- 

sentee? 

7. State a few good "honor" plans. 

8. What other methods promote good attendance? 



CHAPTER XIII 

RECREATIONS AND SCHOLARS' ORGANIZA- 
TIONS 

I. Recreations 

If we accept the principle that the service of the Sunday- 
school is to the whole life which God has made, to the body 
and mind as well as to the soul, for the week-day life as 
well as for Sunday, then the duty and privilege of the 
Sunday school is clear, (a) Young people will have social 
enjoyment. Let the conditions under which they shall ex- 
.pjjg press their God-given nature be the best, (b) 

Service of In developing the physical through the gymna- 
Recreations sium and athletic and camp life, we are training 
to the ^ them in lessons of sacrifice, fairness, self-control, 
and manliness, and we are getting a large grip on 
them for the Sunday-school and the Church, (c) The open 
opportunity of contact with young people through the channel 
of these things is the Superintendent's and teachers' best 
chance for real acquaintance that should eventuate in winning 
them to Christ. That is, in fact, the normal result. 

The general responsibility for planning constantly for this 
work should be in the hands of a wise Recreation or Social 
Committee, which could subdivide, if necessary, to care for 
the several departments of the work. A recreation bulletin 
board is essential for detailed announcements. The size of 
the school and physical conditions of the building will, of 
course, govern certain features, but with the adjunct of 
open homes much is possible. 

176 « 



RECREATIONS AND ORGANIZATIONS 177 

1. The Sunday School Picnic. This is an annual feature 
with many schools and needs no special emphasis. The re- 
sponsibility involved in the transportation and care of a 
large body of young people has made many Superintendents 
incline to the plan of department outings, which reduces 
the problem of management and brings the department super- 
intendent and teachers into special contact with their own 
scholars. 

Some interesting diversions may be suggested: An egg 
hunting contest, wooden eggs being hidden away over the 
grounds; other contests, such as nail-drawing, wood-sawing, 
doughnut and pie-eating, or box-making, where each con- 
testant is supplied with six pieces of wood, tack-hammer, and 
nails. Races are always popular. Suggested forms are 
potato, flag (same plan as potato), egg and spoon, sack, 
three-legged, wheelbarrow, hoop, peanut, clothes hanging, 
ball throwing (for ladies), rope climb, peanut hunt, bobbing 
for apple. 

Among athletic contests may be named the tug-of-war, 
hop-step-and-jump, fifty and one hundred yard dash, stone 
put, standing broad jump. Bean bags, quoits, and baseball 
are always in order. 

2. Other Outings. The Fourth of July outing has spe- 
cial possibilities in its emphasis of the national colors in 
decorations, badges, and flags. A barbecue may be an at- 
tractive feature in conjunction with the luncheon. Suggested 
program points are athletic events, balloon ascensions, read- 
ing of the Declaration of Independence, oratorical contests 
among the boys, singing of national songs, and fireworks. 

Camp-fire outing with picnic supper and games. One 
or more fires are lighted and stirring stories told of heroes 
and great leaders, sometimes by one person or by several 
who have been previously notified. Songs will be sung be- 
tween the stories, in the one or many groups in which the 
company may be divided. A rousing general song by all 
will be the signal for the break-up. 

12 « 



178 THE SUPERINTENDENT AND HIS WORK 

In town department or school lawn outings can be made 
attractive with games, lanterns, swings, hammocks, and 
chairs, and refreshments. The young m.en and seniors could 
drop in toward evening and give a fine social cast to the 
affair. 

A Syrian Day is suggested in "The Executive" for a 
lawn or other outing, waiters and groups being dressed in 
Syrian costume, occupying rugs and tents, the signs indi- 
cating Jacob's Well, Cedar of Lebanon, Abraham's Oak at 
Mamre, Damascus, and other points. Booths would add 
to the picturesque result. 

May parties. Autumn Leaf parties, and Daisy parties 
(where the daisies are sent to some institution), Nature 
parties (with rewards to those finding the largest collection 
of wild flowers or minerals) are among the interesting out- 
door gatherings for school or class. 

3. Indoor Athletics. The organization of Sunday School 
Athletic Leagues in the leading cities of our country for 
baseball, basket ball, tennis, and general athletic contests and 
competition between Sunday-schools, has demonstrated the 
interest and success of Sunday-school athletics. In some 
cases schools are sufficiently close to Y. M. C. A. buildings 
to avail themselves of the gymnasium apparatus. In most 
cases they are not. 

(a) Gymnasium. A part of the Sunday-school room may 
be used for this between Sundays where a separate room is 
not available. The outfit can be purchased gradually and 
may include a mat, springboard, horse, vaulting standard, 
baskets for basket ball, punching bag, rings, dumb bells, 
Indian clubs, wands, horizontal bar, chest weights, swing. 
A shower-bath should be installed, if possible. The gym- 
nasium should be organized for boys under twelve to meet 
in the afternoons, those over that age to meet in the even- 
ings. The young ladies of the school, especially those in 
business, should be given an evening. The fees should be 
light. Instruction books can be secured. Instruction for 



RECREATIONS AND ORGANIZATIONS 179 

the younger boys may be secured from the older set. An 
occasional exhibition drill will be an objective for effort. 
Regular attendance at the Sunday-school should be a re- 
quirement for membership in the gymnasium and other ath- 
letic privileges. 

4. Out-door Athletics. These may take the form of 
baseball, handball, tennis, track athletics, walking clubs for 
girls, and also girls "belle cycle," invented by the physical 
director of Wellesley College and uniting the best features 
of archery and basket ball. 

The proper school committee should have supervision of 
it all and a director of athletics be in immediate charge. 
The local Y. M. C. A. will be glad to give any help possible 
in organization. A Sunday school field should, if possible, 
be secured somewhere, possibly in conjunction with some 
other school. Teams may be arranged to represent the 
school after the usual tryouts. Well established rules should 
be adopted. Books of rules and suggestions may readily be 
obtained. 

Contests in various lines may be arranged with other 
Sunday-schools, and m.edals presented by prominent men. 
An occasional talk would be good on fair play in sport, on 
great athletes who have been Christian young men and who 
are to-day leaders in the world's betterment. A virile Chris- 
tian manhood will appeal to young people. 

5. Summer Camps. In brief camping days a teacher 
can travel years into a boy's life and heart. The plan is 
growing in popularity. In brief, it requires a tent or 
bungalow or an old farmhouse near the water. The duties 
as to the fire, table, and cooking are apportioned to squads. 
Discipline characterizes such a camp, the day being scheduled 
between sports, life-saving drills, exercise, nature study, work, 
worship, reading, and games. The Discussion Club provides 
topics. The Bible topics touch the out-door life. Story telling 
camp yells, singing, camp fires, concerts, stereopticon travel 
talks, mock trials, are some of the diversions. The camping- 



i8o THE SUPERINTENDENT AND HIS WORK 

out plans of the Boys' Brigades are popular owing to their 
military features. 

The Summer Home of the Sunday-school for the poorer 
children of the school and community will have some of the 
features of the camp life for its interest. 

6. Entertainments. These should be arranged by the 
committee for the season, possibly a month apart, and the 
course printed and copies distributed to the school. The 
purpose should be to interest and inform, and not to make 
money. An offering or a small charge should cover the 
expenses. Some schools, in order to meet the moving picture 
craze, provide a series of weekly penny entertainments, such 
as illustrated lectures, which shall combine amusement with 
wholesome interest. 

The entertainments may take the form of lectures, a 
musical evening, projectoscope pictures, readings, experiments 
(such as wireless telegraphy), tableau stories, shadowgraphs, 
military and other drills. A good plan will be to make 
classes in turn responsible for an evening's entertainment 
in competition. If a class has some months to work it up, 
unique and interesting results will appear. A school should 
own its own stereopticon. Travel lectures and slides on a 
wide variety of subjects can be hired from houses making 
this a business. A "Harvest Home" entertainment will be 
interesting. Readings, such as "The Birds' Christmas Carol, 
and Dicken's "Christmas Carol," are fascinating when well 
rendered. 

7. Social Evenings. These will take a variety of form: 
(i)- The monthly or quarterly social gathering of the or- 
ganized classes. (2) The annual department socials. These 
may be for scholars alone, or for both scholars and parents. 
(3) The teachers' annual social. The department teachers' 
social will be a separate affair. (4) The school social, for 
scholars and teachers. 

A supper or other refreshments will form a part of these. 
Musical selections, readings, occasionally addresses and topics 



RECREATIONS AND ORGANIZATIONS i8i 

will afford entertainment. Decoration in crepe paper and 
flags will add attractiveness. The Social Committee as an 
introduction corps should be everywhere. An Autumn Social 
can be made beautiful with decoration of rooms and tables 
with oak, maple, and fir branches and leaves. These make up 
prettily as well in crepe paper. The program in its recita- 
tions and its singing should dwell on the thought of autumn. 
The allegorical aspect of autumn may be represented; each 
attendant may wear an autumn leaf. 

The Thanksgiving Social may have as its entrance require- 
ment a Scripture verse with "thanks" in it and some vegetable 
offering. The decorations should be in Colonial colors. The 
program will consist of references to the ancient Feast of 
Harvest, songs, poems, and incidents relating to the Pilgrim 
Fathers and the early colonists. The games will turn on 
the Thanksgiving thought. The refreshments may be served 
by maidens dressed in Puritan style and boys in John 
Alden attire. Pumpkin lanterns may light the tables. Any 
good book of social plans will give additional suggestions 
for social evenings. 

8. In-door Bible Games for Socials. Most interesting 
evenings can be spent with Bible contests, games, and puzzles. 
Card games on Bible characters, Bible promises, Bible cities, 
Bible A-B-C's, Bible books, commandments and beatitudes, 
and Bible drills may be readily secured. Bible guessing con- 
tests will evoke much interest, questions being asked of 
either side from a Bible question list prepared on the more 
familiar parts of Scripture history and on the books of the 
Bible, Bible characters, and so forth. Or the contest may be 
a purely spelling contest, spelling Bible names and places. 
Paper may be given out to see who can write down the 
longest list of Bible characters and Bible places. 

II. Scholars' Organizations 

There is a time in a scholar's life when he wants to 
belong to something. The Superintendent is wise who 



i82 THE SUPERINTENDENT AND HIS WORK 

meets this opportunity to usefully employ the scholars* ac- 
tivities to launch them over the critical years and train them 
for later Christian service. "One do is worth a thousand 
do n'ts. There is one safeguard needed. While planning 
for the physical and social side in such organizations the 
moral and religious element must be given its due place 
or the organizations will not permanently succeed. 

There are many organizations from which a good selec- 
tion can be made. Or after looking them over, a local 
organization may be formed that will best suit local con- 
ditions. But in no case will these bring success unless the 
Superintendent or some trustworthy leader is ready to give 
himself to the work. No plan, however brilliant, will be 
self-acting. We shall name some organizations which have 
met the test of trial and that have, as a rule, character- 
making objectives. 

I. Boys' Organizations. 

(i) The Methodist Knights, The principal organization 
for boys in the Sunday-schools of Methodism is the organiza- 
tion known as The Methodist Knights. This comparatively 
new organization is under the joint direction and control of 
the Board of Sunday Schools, the Epworth League, and the 
Methodist Brotherhood. Application for information and for 
charters of organization should be made to the Executive 
Officers of either of the above-named Boards. The general 
plan covers the recreative, intellectual, and spiritual life of 
the boy. The organization is also planned with reference to 
the boy at different periods in his life. The Knights of 
Methodism will take the boy in the Junior period and carry 
him through a series of helpful and interesting stages that 
will finally make him an efficient worker in the Methodist 
Brotherhood and the wider organizations of the Church. The 
manual of this organization is so complete in all its details 
that any pastor or Sunday-school Superintendent can easily 
organize and carry on his boys' work. The organization itself 
is so flexible that it is perfectly possible for other types of 



RECREATIONS AND ORGANIZATIONS 183 

boys' work to be vitally related to this official organization 
for Methodist boys. 

(2) Boys' Messenger Service. This organization is for 
boys ten to fifteen or sixteen years of age, selected one for 
each district into which the school neighborhood may be di- 
vided. They are provided with cap and button and messenger 
record book. Members must not use tobacco or profane lan- 
guage, must be courteous, and be regular attendants at Sun- 
day-school. A manager and captain are required. 

The following lines of service may be rendered: (a) 
Home Department material, messages, and libraries delivered. 
(h) Pastor's and Superintendent's messages taken, also cards 
of invitation to Church and Sunday-school, copies of Church 
or Sunday-school papers, birthday letters. Rally Day and 
other special day invitations, notices to absent scholars and 
teachers, flowers or fruit to sick and shut-ins. (c) New 
families moving into the messenger's district to be visited, 
and card of invitation and introduction to Sunday-school 
Superintendent, or the new scholar called for. (d) Service 
about the school on Sunday as called for. The manager will 
make regular reports of results. The boys should be honored 
in their work. Meetings at stated intervals should be planned 
under control of officers, with devotional introduction, games, 
wholesome talks, business, a reading circle, an occasional 
social time, and a slight drill. Out-door and other amuse- 
ments may be planned as seems best. 

(3) Boys' Brigade. A popular organization, requiring a 
weekly drill preceded by a brief de\T)tional service. Officer's 
commissions, signed by pastor and Superintendent, should be 
publicly presented. Out-of-door marches, in-door exhibition 
drills, and camping out in summer will serve to stimulate 
interest. There is usually no difficulty in getting boys for a 
Brigade. It is a case of financing and leadership. It cap- 
tures the boys and their parents.^ 



1 ** The United Boy's Brigade of America " headquarters is at 215 Court- 
land Street, Baltimore, Md. 



i84 THE SUPERINTENDENT AND HIS WORK 

(4) Life Saving Service. This covers lessons, team work, 
and public exhibition drills in first aid in accidents.^ 

(5) Knights of the Holy Grail. This is organized on 
somewhat similar lines to the Knights of King Arthur, plan- 
ning for boys of different ages degrees in progression, such 
as Page, Esquire, and Knight. It builds up character-making 
ideals and solves the problem of attractively holding the 
growing boy. Other features, such as athletics and drill 
work may be included in it.^ 

(6) Brotherhood of David. An attractive organization 
for boys of nine to twelve, founded on the Scripture story 
of David, making the boy familiar with the characters and 
customs of David's time.^ 

(7) The Pilgrim Fraternity. This is for boys over six- 
teen years of age, and is finely calculated to develop Christian 
manliness. Apply to Y. M. C. A. headquarters, Philadelphia. 

(8) Order of the Triangle. An excellent order for boys, 
promoting character and Sunday school and Church loyalty. 
It has been found of great help in solving the boy problem. 
It is strongly commended by Eugene C. Foster, Y. M. C. A., 
Detroit, Mich., to whom inquiries are referred. 

(9) Boy Scouts of America. Launched - recently in 
America by a strong committee and growing rapidly. 

2. Girls* Organizations. 

(i) Dorcas Circle. Its objective is to supply clothing and 
comforts to the poor and sick of the school and neighbor- 
hood, the support of orphans, and service at points of need 
at home and abroad. 

(2) Girls* Sunshine Band. (Edith M. Balch, Burlington, 
Vermont.) 

(3) Queen Esther Circle, a home mission circle. (Woman's 
Home Missionary Society.) 

1 Write John C. Carman, General Secretary, Colorado State Sunday School 
Association, 428 Charles Block, Denver, Col. 

2 Write Rev. P. E. Powell, Tipton, Ind. 

3 Write Rev. Frank Lincoln Masseck, Potsd^m^ N. Y. 



RECREATIONS AND ORGANIZATIONS 185 

(4) 7. A, H. Circle for Girls and 

(5) Delta Alpha, (D. C. Cook, Elgin, Illinois.) 

(6) Ruth and Naomi Sisterhood, for young women. (Dr. 
E. C. Rice, 157 Kentucky Ave., Washington, D. C.) 

(7) King's Daughters, a popular organization subdivided 
into "tens" for purpose of general helpfulness to the Church 
and community. The motto is, "In His Name," and its 
badge a Maltese cross. (Mrs. M. L. Dickinson, Secretary, 
156 Fifth Ave., New York City.) 

(8) Girls' Clubs can be organized with selected objectives 
on the same principle as Boys' Clubs, but of course on lines 
that interest girls, such as neighborhood clubs for social 
service in the community. 

3. Epworth League. This organization, when thoroughly 
worked, will cover much of what young people are seeking 
in the social, spiritual, benevolent, and recreation line. It 
should be organized as Junior, Intermediate, and Senior 
Leagues, securing its membership from the Junior, Inter- 
mediate, and Senior Departments of the Sunday-school, or it 
may be organized as an Epworth League with these three 
departments. (The headquarters are at 14 West Washing- 
ton St., Chicago.) 



Lesson Outline: 




I. Recreations. 




I. 


The Sunday School 


Picnic. 


2. 


Other Outings. 




3. 


Indoor Athletics, 
(a) Gj^mnasium. 




4. 


Out-door Athletics. 




5. 


Summer Camp. 




6. 


Entertainments. 




7. 


Social Evenings. 




8. 


In-door Bible Games for Socials. 



i86 THE SUPERINTENDENT AND HIS WORK 

II. Scholars' Organizations. 
I. Boys' Organizations. 
2.. Girls' Organizations. 
3. Epworth League. 

Bibliography: 

Reisner, "Social Plans for Young People." 

Topic for Special Study: 

I. The influence of organizations in holding the boys. 

Topics for Class Discussion: 

1. How shall the recreations and social life of the 

school be directed? 

2. What forms can the out-door recreations take? 

3. What can be done in in-door recreations. 

4. What equipment is necessary for athletic work? 

5. What are lines of work for the Boys' Messenger 

Service ? 

6. Name several organizations of interest to boys and 

young men. 

7. Name a few good organizations for girls. 



* CHAPTER XIV 

THREE IMPORTANT OFFICES AND THEIR 
SIGNIFICANCE 

I. The Secretary's Office 

1. The Secretary. The efficient Secretary is an important 
aid to any Superintendent or school. If he has served long 
and well his name should be writ large on an imperishable 
roll of honor. He can often atone for a poor Superintend- 
ent. He can double the efficiency of a good Superintendent. 
By his tact and enterprise he can be a school builder, or by 
his crankiness he can retard the wheels of progress. 

It takes a man of superior mold to stand graciously the 
clerical blunders and lack of thoughtfulness of many teachers ; 
and the higher the Secretary's standard the more occasion 
will he have to exercise the grace of sublime patience. 

The Secretary is entitled to a separate room, or at least 
to a comer of the school room. A roll-top desk is none too 
good for him, and it will give him a chance to keep his files 
and papers under lock and key. A cabinet for supplies and 
records should be furnished, and as complete a business out- 
fit as can be afforded. 

2. His General Duties, (a) Supplies. Their ordering, 
record, and care, (b) The Scholar. His enrollment and re- 
cording, welcoming by letter or certificate, or both ; record- 
ing his attendance and progress in the school ; following up 
the absentee; recognition of his attainments through school 
honors; his discharge through removal or death, (c) The 
Teacher. Notification of election ; welcome to school fellow- 

187 6 



i88 THE SUPERINTENDENT AND HIS WORK 

ship ; list of scholars and addresses, and instructions in class 
duties; distribution and collection of class records and offer- 
ing so as not to disturb the classes; invitation to teachers' 
gatherings ; a school record ; placing on an **In Memoriam'' 
list if they die. (d) Reports, Weekly to Superintendent and 
school, showing attendance, comparison, number absent, new, 
and discharged pupils ; gain or loss in enrollment ; Bibles. 
This may be a blackboard or register board record. Monthly 
to class and school, showing relative standing of classes and 
indicating points of encouragement in the progress of differ- 
ent classes. Quarterly to the scholar, showing attendance, 
offering, class reco-rd. To the parents of children below the 
Senior Department, indicating attendance, offering, and les- 
son studying for the quarter. To the school, covering at- 
tendance and percentage relative to the standing of classes. 
Yearly to scholars, as to the individual record, and to the 
school, as to the school attendance, enrollment, new scholars, 
cancellations, and such a presentation showing methods and 
spirit of school progress as will make it a valuable document. 
(e) Business Meetings, Presentation of report of school at- 
tendance and progress, recording of minutes, careful preser- 
vation of committee and department reports. (/) Historical 
Record. This may be in the form of a loose-leaf scrap-book 
for many facts in school record, resume of school progress, 
special events, and programs, notable visitors, new plans. 
This may be filed away as an annual volume, (g) Other 
Duties. The record of the Church membership of the schol- 
ars is important, so that the Superintendent and teacher may 
know how many and who are not connected with the Church. 
The Sunday-school record of the Church members should be 
known, to follow up the Church members who should be in 
the Sunday-school. The visitors should be recorded in a 
visitors' register, showing name, address, position occupied; 
and a card or letter of recognition of visit sent by the secre- 
tary or Friendly Grip Committee. As editor of the Sunday- 
school paper or bulletin, or reporter of school items to the 



THREE IMPORTANT OFFICES 189 

local paper, the Secretary has a special opportunity for good 
service. 

3. Record Systems. "Of the making of many (record) 
books there is no end." There are books many and systems 
many for the record of the scholar, the class, and the school 
statistics. A school can devise its own system, printing its 
books and forms to suit local needs, or it can look carefully 
into the published plans, of which many have special excel- 
lencies, and adapt to the school use the books and systems 
which suit best. The following may be suggested as record 
essentials : 

(a) Book for the weekly, quarterly, and yearly summary 
of class and school statistics, showing attendance, offering rec- 
ord by departments, new and dismissed scholars, Bible record, 
banner and star classes, deaths, visitors. 

(b) Class Records. These may be by class books or class 
cards. The ruling and marking of these will follow the plan 
determined upon by the school for its honors, such as at- 
tendance, "On time,'' lesson preparation, offering, deportment, 
Bibles, and Church attendance. 

A plan with good features is to have an individual card 
for each scholar's class record, the teacher selecting the cards 
of those present, marking and returning them to the class 
envelope, — the cards remaining out representing the absentees, 
who can thus receive immediate attention by the Secretary, 
where it is understood the teacher can not visit. 

Where the lesson study is a point in the marking, the rec- 
ord should not be made until the close of the lesson. Care 
should be taken that the system be not too complex for the 
average teacher. Where most of the marks are the same 
from Sunday to Sunday, the marking, even if it involves 
several details, can be swiftly done, with the help of one of 
the scholars on certain details. 

Some schools make it a point to copy the class record 
onto a permanent school record in loose-leaf book form or 
in a class card index form. 

6 



190 THE SUPERINTENDENT AND HIS WORK 

(c) Card Files, For the scholar's enrollment and other 
records the card index is the preferred plan and is in wide 
use with schools large and small. It economizes space and 
time, and is the best for ready reference. Library bureaus 
and card index concerns and large stationers can furnish 
these card file cases. A few special forms of card indexes 
may be described. 

(a^) Alphabetical Enrollment Index, This card may show 
the name, address, birthday, age, whether scholar or parents 
are members of the Church, and relation of other members 
of family, grade in public school; a list of the school depart- 
ments, to show record of progress, date of joining Church, 
cancellation and reason, and remarks. On the reverse can 
be given concretely the yearly record of attendance, honors, 
and any notable fact that is worthy of record. The teachers' 
file card should be of a different color. There should be 
one complete school card index, but each department may 
keep a card index as well of its own members, and pass on 
its members with these cards at promotion time. 

(b^) Birthday Card Index, For the complete birthday en- 
rollment of the school, arranged by months, the dates coming 
in regular order. This will show the month and date and 
name, address, department, class, and whether teacher or 
scholar, and age at joining, so that the remembrance can be 
fitted to the years. Where a school is large there may be a 
separate card index for each department and the remem- 
brance sent out by the Department Secretary or Superin- 
tendent. 

(c^) The Family Street Index. This card index should 
indicate under the family name or street number the entire 
membership of each school family, showing those belonging 
to the school and the department, and whether Church mem- 
bers and when visited, and any leading facts that would help 
pastor. Superintendent, or visitor as a line of approach. If 
arranged by streets, a visitor could bunch calls, and the 
omission of numbers in any street would indicate those who 



THREE IMPORTANT OFFICES 191 

were not members, if a general visitation was contemplated. 
In mailing notices or invitations this index would make for 
economy of time and frequently of money. 

{d) Serviceable Forms. All the forms used by the school 
should be represented in a permanent form scrap-book for 
reference. Among such forms may be named: Cards.— 
Visitors*, absentee, scholars' and teachers' enrollment, can- 
cellation, transfer or promotion, change of address. Letters.— 
Welcome to scholar and teacher, birthday, to parents con- 
cerning written lesson, examination or supplemental work, 
for promotion, for merit work, rolls of honor, star classes; 
forms for supplies, methods of marking reports of teacher 
and secretary, and for general use. 

(e) Using the Records. The school records have their 
value in their wise use as inspiration and spurs to scholar, 
teacher, and Superintendent. They should indicate the profit 
and loss of the concern, points of leakage and of salvage. 
The Superintendent should stand close to his Secretary. To- 
gether they should strive for honesty in enrollment, for an 
attendance that shall steadily bridge the gap between it and 
the school enrollment, for quality in the work accomplished, 
and for the largest enrollment that can be effectively cared for. 

II. The Treasurer's Office 

We are passing into a new era on the line of Sunday 
school giving. "Hear the pennies dropping" has made Christ 
and His Church the direction of the cheapest coin in the 
realm and has cheapened the child's estimate of 
the^sTcTay ^^^ ^.^^^^^- ^^^ ^^^^^^ is awaking to the 
School necessity of beginning its education in regular 

and intelligent giving in the earliest years. The 
child's partnership in the carrying on of Church and Sunday- 
school is being emphasized. Stress is being laid upon the 
motive in giving as well as upon the amount. 

I. The Treasurer. Wherever possible, this should be 
an office separate from that of the secretary. The office in- 



192 THE SUPERINTENDENT AND HIS WORK 

volves some knowledge of accounts, so that the different 
school funds can be properly entered and checked up. 
Vouchers should be asked for in all payments and the ac- 
counts audited annually. The funds should be paid out on 
the "O. K." of the proper committee. 

The treasurer should present weekly, quarterly, and an- 
nual reports. The weekly offering should be posted on the 
register board or blackboard. Treasurer's registers with 
forms for reports and accounts may be secured from Sun- 
day-school supply houses. The treasurer can put < vitality 
into the school's finances by his suggestions, plans, and com- 
parisons. Where the scholar's weekly envelope plan is 
maintained his office will be a busy one. He should be a 
man of tact and leniency, for he will discover that the 
average teacher is not a bookkeeper, and the offering will 
not always tally with the amount indicated. He may even 
turn his attention to coin collection as a side issue, for many 
a quaint and curious coin will find its way to the school 
coffers. But his will be a valued service to the school which 
should not be less recognized because it is not a spectacular 
one. 

2. The Schoors Finances. Inasmuch as the Sunday- 
school is really a part of the Church and its work is a 
vital factor in the success of the Church, the Sunday-school 
is entitled to the support of the Church. There is no reason 
The Church's ^^^ ^^^ expenses of the Sunday-school should 
Support not be paid by the Church as representing one 

of the branch of the Church's activity. Not a few 

School ^j_ Q^j. Churches have recognized this, and in 

some cases the Sunday-school has been thus supported for 
many years. A great advantage of this plan is that it leaves 
the Sunday-school free to educate its members in giving, 
through holding before them for their sympathy and support 
the great benevolent enterprises of the Church instead of 
merely asking them to pay the running expenses of the Sun- 
day-schox)l itself. Lack of a proper emphasis upon the value 



THREE IMPORTANT OFFICES 193 

and importance of the Sunday-school as a religious agency 
causes many Churches to withhold financial support from 
the school. But this, we trust, will soon be overcome by 
the rising tide of interest in all religious work with child- 
hood. Even where the Church is unwilling to assume the 
entire support of the school, it may be possible to secure 
an appropriation toward the schooFs expenses — the school, 
on the other hand, making a contribution toward the Church. 
This plan will bind the Church and school together in a way 
much to be desired. 

Every loyal Methodist Episcopal school will plan liberally 
for the support of the Board of Sunday Schools, which is 
doing a work along missionary, extension, and educational 
lines of the deepest significance and effectiveness. 

3. The School Budget. A business-like method is to 
present to the school at the beginning of the year a budget 
of expenses; each department to be apportioned its share 
according to ability, this to be met by individual pledges. 
The department pro rata will be larger, of course, in the 
Senior and Adult Departments. Except for understood spe- 
cial causes, appeals for money should be eliminated. A care- 
ful letter to parents of the younger children will secure 
their co-operation, especially where the school is not vending 
tickets for a variety of causes. 

4. Special Offerings. The causes should be carefully 
explained, that the giving may be intelligent, and special 
envelopes be distributed on the Sunday previous to the date 
of offering. In some cases the week between may be used 
as a self-denial week. The special days of the year, such 
as Easter, Children's Day, Rally Day, and Christmas, each 
has its specially designated offering in most Sunday-schools. 
Under "Special Days" these will be considered. 

5. Missionary Offering. This comes with many schools 
as a monthly feature, sometimes as a quarterly or yearly 
offering. Plans for increasing interest in it will be discussed 
in the chapter on "Missions." 

13 ^ 



194 THE SUPERINTENDENT AND HIS WORK 

6. The Birthday Offering. A bank or box should be 
placed in each department for this. It will be helped by the 
birthday recognition in the department by a small envelope 
sent with the birthday letter and by information as to the 
purpose of the fund. This fund should usually be applied to 
some benevolence, such as the support of a hospital bed, 
support of an orphan or mission student, or new library 
books. 

III. The Librarian's Office 

Admitting the entry of the public library and the public 
school library into the field formerly occupied almost ex- 
clusively by the Sunday-school library, there still remains 
to the Sunday-school the special fields of libraries for parents 
and teachers and the missionary library. There are numerous 
towns, villages, and newer settlements where the Sunday- 
school library occupies the field alone. In many city schools 
there is room for a strong, limited library made up of books 
which may not be available in the public library. 

I. The Library Committee. The librarian and secretary 
should be members of this committee. The committee is to 
select books and devise best methods of records and of get- 
ting books into circulation. Any book admitted to the 
library should have the written "O K" of at 
"^^^ . least two members of the committee to the 

of Books effect that the book has been read and is recom- 

mended. The books should be added monthly 
under a school apportionment, and this will give time for 
careful selection by the committee and will keep the library 
regularly freshened. The committee should have a repre- 
sentative on it from each department of the school, and 
this representative should be especially charged with the 
circulation of the books for teachers. This committee should 
make up lists of books in public libraries for both scholars 
and teachers. The public libraries will frequently be glad to 
add books suggested by such committees, and in some places 



THREE IMPORTANT OFFICES i95 

will box and send to the Sunday-school sets of books selected 
for use for a period of time. 

2. The Librarian. Ladies often make excellent librarians. 
The librarian should have some taste as to books and should 
be able to talk up the books so that a demand will be created 
for them. He should know the scholars* needs as far as 
possible so that he may suggest the right books, as the title 
frequently is no guide. It is no small privilege to introduce 
young people to books which may become their teachers 
and lifelong influences in shaping character and ideals. 

3. The Library. Funds for the library may be pro- 
vided by an occasional special offering, or from the Birthday 
Fund, or as a regular monthly appropriation from the Sun- 
day-school treasury. The books should be catalogued by 
school departments to assist selection, and classed under 
sections, such as biography, history, missionary, and so forth. 
New books should be posted on a bulletin board with a brief 
word of description. Probably the simplest library system 
is to have a separate vertical compartment for each book 
numbered the same as the book. Make out cards for the 
scholar in duplicate, one to be kept by the scholar, the 
other placed in an alphabetically arranged filing rack. When 
a book is desired the librarian takes it from the compart- 
ment and substitutes for it the scholar's card from the alpha- 
betical rack, marking on that card the date taken. This 
eliminates bookkeeping. A review of the book compartment 
cards will show the number of weeks the book is out. 
Usually two weeks is the limit set. The library cases should 
be kept closed or effectually covered when not in use. 

A library room should be provided, if possible, which 
may be used for books applicable to other Church organiza- 
tions. This room may be open on certain evenings, and 
games and magazines added for interest. 

4. Library Contents. In addition to teachers', parents', 
and missionary sections referred to below, there are many 
wholesome books of biography, travel, hero classics, history, 



196 THE SUPERINTENDENT AND HIS WORK 

adventure, invention, and best fiction, which our young people 
will eagerly read. Books like "Black Beauty," "Little 
Women,'' "Little Men,'' "Ben Hur," have a perennial in- 
terest for young people. To attempt to set out a list would 
be space consuming.^ 

Each department of the Sunday-school should be given 
a fair share in the library. The school should subscribe for 
some of the best magazines and papers for the boys and 
girls, such as the strong young people's publications of our 
own Church. In the case of magazines, such as "The Tech- 
nical World," "Scientific American," "Success," and "The 
World's Work," they could be used in the reading room 
or marked as the school property and kept in circulation 
among the classes that they will most nearly fit. 

5. The Teachers' Library. This should be composed of 
books of reference to assist teachers in the preparation of 
the lessons and of books for officers and teachers to broaden 
their vision and increase their efficiency in service. De- 
partment specialization should be generously represented in 
this library. 

The cost of the library may be defrayed by an appropri- 
^ ation from the school treasury or through a monthly payment 
by each teacher of five or ten cents. 

The department member of the Library Committee should 
have charge of the specialization books for the department 
and see that they are kept in circulation. An excellent plan 
is to place on the fly-leaf or within the cover of each book 
^ the list of the teachers to whom the book is to go and a 
place for the date when received. It could be handed to 
the one first on the list with the request that it be passed 
to the next on the list after reading. 

1 Reference may be made to such lists as those arranged for Sunday-school 
libraries by the Church Library Association, Cambridge, Mass.; the admirable 
catalog of the Emmanuel Baptist Church Sunday School Library, Albany, . 
N. Y., and furnished by the State Library at Albany, N. Y., 15 cents; the cat- 
alogues of the Methodist Book Concern, New York, Cincinnati, and Chicago; 
the list of books of the Sunday School Times Company (Philadelphia). Sug- 
gestive lists can be had from the public libraries of different States and cities. 

6 



THREE IMPORTANT OFFICES 197 

Upon request of several of the local Sunday-schools, the 
public library may be glad to add to their files selected books 
for Sunday-school teachers.^ 

6. Parents' Library. There is distinct need of books 
in the Sunday-school library for parents and members of 
the Home Department, books of general interest, of mis- 
sionary life, dealing with parents' problems in the training 
of children, books to be read to children, magazines for the 
home, such books as : Mills, "The Mother Artist ;" Koons, 
"The Child's Religious Life;" Reschel, "What Shall I Tell 
the Children?'* Winterburns, "Nursery Ethics." 

Lesson Outline: 

L The Secretary's Office. 

1. The Secretary. 

2. His General Duties. 

3. Record Systems. 

XL The Treasurer's Office. 

1. The Treasurer. 

2. The School's Finances. 

3. The School Budget. 

4. Special Offerings. 

5. Missionary Offering. 

6. The Birthday Offering. 
III. The Librarian's Office. 

1. The Library Committee. 

2. The Librarian. 

3. The Library. 

4. Library Contents. 

5. The Teachers' Library. 

6. Parents' Library. 



1 a selected bibliography entitled, " One Hundred Best Books for a Work- 
ers' Library," may be had free upon request to the Board of Sunday Schools, 

14 West Washington St., Chicago, 111. 

6 



198 THE SUPERINTENDENT AND HIS WORK 

Bibliography: 

Fox, "Sunday school Records, Reports, and Recog- 
nitions/* 
Mead, ^'Modern Methods in Sunday School Work." 
Foote, "Librarian of the Sunday School." 

Topics for Special Study: 

1. Methods of stimulating the offering. 

2. Ways of co-operation between the Sunday-school 

and the public library. 

Topics for Class Discussion: 

1. What are some of the specific duties of the Sunday- 

school secretary? 

2. What business plan of indexes and records is com- 

ing into favor? 

3. How can the records serve to stimulate the school 

work? 

4. What should a gift really represent? 

5. What method has stimulated Sunday-school giving 

in many schools? 

6. How should the school be supported? 

7. What three classes of books should be specialized 

in Sunday-school libraries of to-day? 

8. How can the help of the public library be secured 

for the Sunday-school? 



CHAPTER XV 

MISSIONS IN THE SUNDAY SCHOOL 

Missions should have a large place in the life of the Sun- 
day-school. We are in the flood tide of a great missionary 
movement which is sweeping the Church onward in an effort 
to reach for Christ the entire world in this generation. The 
Sunday-school is a vital part of this movement, 
for Missions because the Sunday-school of to-day is the Church 
of to-morrow, and training in missionary ideals 
now will result in missionary service later. Mission study 
educates the scholar in sympathy, and gives him an acquaint- 
ance with the big world and its needs. It shows him his in- 
dividual responsibility to the unenlightened millions. 

I. Sunday School Missionary Organization 

I. Missions in Methodist Schools. The Discipline pro- 
vides : (i) That every Methodist Sunday-school shall be or- 
ganized as a Missionary Society, the officers of which shall 
be a president, vice-president, secretary, and treasurer. These 
officers shall constitute the Board of Managers. (See Par. 6i, 
Appendix.) (2) One Sunday a month shall be set apart as 
Missionary Day with program and offering for missions to be 
equally divided between the Board of Foreign Missions and 
the Board of Home Missions and Church Extension. (Par. 
387, Sec. 5-T 

The Board of Sunday Schools vitally assists in the mis- 
sionary propaganda by building up Sunday-schools on the for- 

199 « 



200 THE SUPERINTENDENT AND HIS WORK 

eign and home fields through grants to needy schools, and 
through the employment of Sunday-school missionaries upon 
the foreign field and in the needy and rapidly-growing sec- 
tions of the homeland. 

2. Missionary policy for the Sunday-school. The mis- 
sionary policy for the local Sunday-school, as prepared by the 
Young People's Missionary Movement and approved and 
recommended by the Board of Sunday Schools, embraces the 
following features : (a) The organization of the Sunday 
School Missionary Society, including the appointment . of a 
Missionary Committee, (h) Missionary instruction, (c) Mis- 
sions included in Christian worship, (d) Missionary library 
and literature. (e) Missionary offering. (f) Recruits for 
mission fields. 

3. The Missionary Committee. The president of the 
Sunday-school Missionary Society may be the Chairman of the 
Committee. There should be at least one member of the 
Committee in each department. Where the departments are 
large this department member may act as the Chairman of a 
Department Missionary Committee. 

A school Director of Missionary Instruction, who may be 
a member of the Missionary Committee, may be appointed to 
guide the educational work. The general work may be sub- 
divided, one member being responsible for publicity bulletins, 
another for programs, another for the library, another for mis- 
sionary material and curios. 

4. Director of Missionary Instruction. Acting under 
the Missionary Committee, the Director will plan the educa- 
tional work and material to fit the grades, assist Department 
Superintendents and Department Committees as desired, or- 
ganize Mission Study Classes, and assist the Teacher Training 
Department in planning the missionary course of instruction 
for prospective teachers. The Director can help ^e teachers 
by taking five minutes of the weekly teachers' meeting to sug- 
gest missionary illustrations for the regular lesson. 



MISSIONS IN THE SUNDAY SCHOOL 201 

II. Missionary Instruction in the Sunday School 

1. Missionary material. As related to general equipment 
this may include a general missionary map of the world, sep- 
arate maps of the missionary countries, curio box, globe, or 
large map indicating missionary stations by red cross or tags, 
charts, quotations from missionaries and leaders, illustrated 
missionary programs, bulletin board, library, material for note 
book work, stereograph and lantern pictures, pictures of mis- 
sionaries, oriental pictures, missionary periodicals, missionary 
object lessons.^ 

2. Education from the platform. 

(a) The monthly missionary program. The day should 
be planned for well in advance. A special topic may be as- 
signed to classes under a yearly schedule, covering alternately 
the foreign and the home field. Excellent material for this 
can be found in the programs suggested above and in those 
published by the Foreign and Home Missionary Societies in 
their monthly papers. These class programs can be presented 
with costume effect, essay, narration, picture. Inform the 
school in advance of the topic to be presented. 

In turn the great missionary heroes may be made the sub- 
ject of the program, on dates nearest their birthdays if pos- 
sible. Their pictures can be exhibited, enlargements made of 
their sayings, and the story of their life and work presented. 
There is abundance of fascinating material in the lives of such 
heroic men as Mackay in Uganda, Paton in the New Heb- 
rides, Eliot and the Indians, Carey in India, Livingstone in 
Africa, "Whitman in the Northwest, Verbeck in Japan. 

Have a missionary map talk to explain where the money 
goes, showing missionary stations, giving one or two salient 
facts about each country, and indicating the kind of work 
done most largely in each, whether hospital, educational, or 
Bible work. A class representative may give the facts or a 



I Much of this may be secured through the Young People's Missionary 
Movement, 150 Fifth Ave., New York City. 

e 



202 THE SUPERINTENDENT AND HIS WORK 

brief story concerning each country. This may be done as a 
preview or a reviev. of the year's program. 

A letter may be read from the school's missionary, from a 
student supported by school funds, or from a hospital helped. 
A curio or object, such as chop sticks, postage stamp, rice 
bowl, incense stick may be used as the point of contact for a 
stirring missionary story or address. 

Day stereopticon illustrations of a particular country*s mis- 
sionary work may be secured from the Young People's Mis- 
sionary Movement, and will actualize missions in a striking 
way. 

(b) Every Sunday. The missionary meaning of the cur- 
rent lesson may be given by the Superintendent in his review. 
Missionary stereopticon slides may be exhibited during the ten 
minutes preceding the school session. A missionary hymn may 
be sung and the missionary remembered in prayer. 

3. Special training material and plans. In the primary 
grades an object lesson, a picture, a simple story may be used. 
The Japanese picture cards and object sets of the Young Peo- 
ple's Movement are excellent for primary use. 

In the Junior Department such stories as those of Sheldon, 
Jackson, and Paton may be made fascinating as a basis for 
the development of missionary interest, through their study 
by classes at the home of the teacher, or a review of the books 
in a Junior missionary program, or as supplemental work in 
the department. 

In the Intermediate Department "Uganda's White Man of 
Work," the story of Mackay, and "Under Marching Orders" 
will capture the interest of the biography-loving, hero-wo^-ship- 
ing Intermediates. 

For the Seniors, Speer's "Servants of the King" will 
heighten their life ideals and inspire for service. "The Fron- 
tier," by Piatt, "The Challenge of the City," by Strong, or 
"The Moslem World," by Zwemer, will form the basis for 
arousing adult interest. 

In some schools where the Uniform Lessons are used there 

6 



MISSIONS IN THE SUNDAY SCHOOL 303 

are classes in the departments which take up these books for 
a limited time instead of the regular lesson, teachers* pamph- 
lets being prepared to assist the teacher. 

A Mission Study Class may be organized in the school, 
in which class the members have special missionary work as an 
objective, taking up such a book as ''The Why and How of 
Foreign Missions," by Brown. There is a call for missionary 
leaders for the different organizations of the Church and 
school, and for the different departments of the school. Such 
a class should prepare in methods of work, as well as in gen- 
eral missionary information. 

4, Graded lessons and missions. The new Graded Les- 
sons in the Junior, Intermediate, and Senior Courses make 
definite provision for missions as a part of the courses. These 
lessons will be a fine contribution to missionary education in 
the Sunday-school. They may be supplemented by the other 
agencies suggested in this chapter in order to round out a mis- 
sionary interest that shall mold the generation now with us 
for an intelligent part in the strategic years for missions 
which are just before us. 

5. Teacher Training and missions. In the specializa- 
tion work of the Teacher Training Class missions must find 
a place through the inclusion of missionary material in the 
iur5o..,-««o o required lessons as is done with some denomina- 

Missions a ^ ^ 

Part of the tions, or through the use of books which cover 
Teacher the ground of instruction in mission teaching. 

Training g^^^ ^3 Trull's ''Missionary Methods for Sunday 

School Workers." Such preparation should include 
some knowledge of missions in general, and the denominational 
missions in particular; the knowledge of missionary material, 
how to apply lesson material to stages of progress ; the aim, 
obligation, and opportunity of missions ; the missionary sig- 
nificance of the Bible, the methods of creating missionary at- 
mosphere in department and school, the personal relation of 
every scholar to the growing Kingdom, and the obligation of 
Christian stewardship. In the weekly Workers' Meeting these 



204 THE SUPERINTENDENT AND HIS WORK 

items should be a part of the normal drill for teachers who 
have not had the benefit of special instruction. 

6. The Adult Class and missions. A missionary ob- 
jective, Home and Foreign, is essential to save Adult Classes 
from self-centering, and to conserve the mighty force of the 
Methods of Adult movement for highest Kingdom purposes. 
Interesting The courses for class discussion have been sug- 
the Class in gested. These can be considered by the report 
Missions method, in which members of the class present 
topics from a book or resumes of chapters for discussion; or 
the text-book method by which each member has his own text- 
book, a chapter being discussed weekly. This course should, 
however, be limited as to time, and be tied up to some Bible 
foundation so that the class will keep the Book at the center 
of its life and as the basis and the warrant of missions. Some 
Adult Classes will enjoy a midweek meeting for discussion of 
a mission study book or topic. 

The Class Missionary Committee will keep the class in 
touch with some objectives on the Home or Foreign field, sup- 
ported by the class contributions, and will provide such mis- 
sionary items as will keep the class keyed up to its mission- 
ary obligation and opportunity. 

7. The missionary library. The quantity and quality of 
up-to-date books on missions for young and old have kept 
pace with the missionary movement, and have greatly fostered 
that movement. The Library and Missionary Committees 
should co-operatie in the selection of books. The department 
books when selected should be listed as such and the lists 
posted, or duplicated and placed in the hands of each scholar. 
It will help the distribution if each department has its own 
books, the inspection and circulation of which can be directed 
by the department member of the Missionary Committee. 

Plans for introducing the books may include: (a) The 
platform review of a special book by a member of the Library 
or Missionary Committee, (h) Outlining the story on the 

6 



MISSIONS IN THE SUNDAY SCHOOL 205 

platform to the point of absorbing interest, then suggesting the 
book, (c) Library posters illustrating vividly the book, (d) 
Posting the new "book on library bulletin with a brief sketch 
of contents, (e) List of new books to teachers with request 
as to special mention to scholars, (f) A library social with 
brief papers by scholars on the books read, with scaled re- 
wards for best compositions, (g) Have a libra- 
How to Get j.j^j^ ^j^Q jg enthusiastic on missionary literature, 
Books°Read ^^^ make him a member of your Missionary Com- 
mittee, (h) Suggest missionary books from the 
platform that will illustrate the missionary or current lessons. 
(i) Have a class reading circle to meet at the home of teacher 
or members, chapters being read and discussed. 

For teachers a fine foundation for missionary interest will 
be laid in such books as **The Resurrection Gospel," John Rob- 
son; "Universal Elements of the Christian Religion,'* C. C. 
Hall; "God's Missionary Plan for the World," Bashford; "The 
Bible a Missionary Book," Horton ; "Where the Book Speaks," 
McLean; "Expansion of Christianity in the First Three 
Centuries," Harnack; "Missions in State and Church," For- 
sythe; "Evangelization of the World in This Generation," 
Mott; "The Missionary and His Critics," Barton; "The Mis- 
sionary Enterprise," Bliss; "The Decisive Hour of Chris- 
tian Missions," Mott. 

8. The missionary bulletin board. There should be a 
bulletin board for the school and also a department bulletin 
board for department missionary items. This bulletin will be 
in charge of a member of the Missionary Committee who 
should have some artistic faculty so that items may appear in 
attractive and striking form. On the board may be placed 
newspaper clippings of recent news from missionary lands, 
pictures of missionary subjects to be changed weekly, or a 
brief interesting missionary story. Missionary Sunday will be 
advertised strikingly, showing topics and special attractions. 



2o6 THE SUPERINTENDENT AND HIS WORK 

III. The Missionary Investment of the Sunday 
School. 

I. Giving of money. Giving is the expression of the 
missionary impression. It is the scholar's personal "go" 
where he can not physically be on the field. It is his contri- 
bution for a substitute. The following plan as to systematic 
Sunday-school giving was adopted by the Silver Bay Confer- 
ence of the Young People's Missionary Movement, in July, 
1908: 

"(i) That every scholar give to all objects in which he 
should be trained to be interested, and in relative proportion 
to their importance. 

"(2) That some duplex system of finances be adopted, (a) 
for the Sunday-school treasury, to be used for such purposes 
as the school may designate; (b) for missionary and other 
benevolences. 

"(3) ((^) That this system be used every week, and (b) 
that a definite pledge on the weekly basis be sought for each 
of the above objects from every scholar in the school. 

"(4) That the adoption of this plan should not eliminate 
but encourage additional offerings on special days, such as 
Christmas, Easter, Children's Day, etc. 

"(5) ((^) That each Sunday-school give at least as much 
for missionary and other benevolences as is expended for 
local support, and (b) that each Sunday-school keep in cor- 
respondence with its Missionary Boards to ascertain their 
needs. 

^'Note, Where schools are already supported by the 
Church and give all their offerings to missions and other 
benevolences, we advise that opportunity be given the scholar 
either through the Sunday-school or Church channels to give 
to the support of the Church." 

With the younger children it is desirable to secure the con- 
sent of the parents to the weekly pledge. 

Many schools make an annual Easter Offering for missions. 



MISSIONS IN THE SUNDAY SCHOOL 207 

using the service supplied by the Board of Foreign Missions. 
This offering, however, may be used as supplemental to the 
regular oft'erings, which should be made the basis of the train- 
ing of the scholars in systematic giving. 

2. Prayer for missions. This supports the missionary in 
his lonely struggle against the terrible pressure of a different 
civilization, local indifference, the occasional failure of con- 
verts, the wear of an enervating climate, and the pull of the 
homeland. Prayer is the buoyant atmosphere that keeps the 
soul moving on steadily to its goal. 

We should pray in unison with Christ for the lost, dis- 
inherited children of our Father. "Other sheep I have which 
are not of this fold: them also I must bring." "That they all 
may be one." "Thy Kingdom come." The Superintendent 
should pray in every session for missions and missionaries, 
for the school missionary and those specially supported by the 
school. He should encourage teachers and scholars to unite 
with him daily in prayer for these objects. 

We must train the scholars to pray as well as to pay, and 
to know that there can be no real virtue in our gift unless 
laid upon the altar of prayer. 

3. The giving of life. Mr. Trumbull has well said, "The 
day is coming when the Sunday-school that has not sent some 
of its members to the foreign field as missionaries, while at 
the same time numbering still others in its membership as 
volunteers pledged to go, will be ashamed and self-condemned." 

In a Buffalo Sunday-school, as the result of the interest 
of a praying teacher, twelve of the young men of the class 
have, within one year, volunteered for Christian service. 

A Superintendent can assist young people to a decision 
for a life service by the life stories of heroic souls ; by sug- 
gesting books and leaflets or pamphlets such as the Y. M. C. 
A. Life Decision series, which may inspire to decision; by 
praying publicly that some workers may go forth from the 
school ; by an appeal for volunteers on Missionary-Decision 
Day; by seeking an interview with young people of promise 



2o8 THE SUPERINTENDENT AND HIS WORK 

in order to lay opportunities before them, and by a conference 
with teachers as to possible missionary material in the class. 
One representative of the school in the missionary field 
will do more to naturalize missions and inspire a missionary 
atmosphere in the school than a year of ordinary effort. 

Lesson Outline: 

I. Sunday School Missionary Organization. 

1. Missions in Methodist schools. 

2. Missionary policy in the Sunday-school. 

3. The Missionary Committee. 

4. Director of Missionary Instruction. 

II. Missionary Instruction in the Sunday School. 

1. Missionary material. 

2. Education from the platform. 

(a) The monthly missionary program. 
(h) Every Sunday. 

3. Special teaching material and plans. 

4. Graded Lessons and Missions. 

5. Teacher 1 raining and Missions. 

6. The Adult Class and Missions. 

7. The missionary library. 

8. The missionary bulletin board. 

III. The Missionary Investment of the Sunday School. 

1. Giving of money. 

2. Prayer. 

3. The giving of life. 
Bibliography: 

Speer, "Missionary Principle and Practice." 
Trull, "Missionary Studies for the Sunday School." 
Hixson, "Missions in the Sunday School." 
"The Sunday School and Missions," Leaflet No. 17, pub- 
lished by the Board of Sunday Schools. 

Topic for Special Study: 

I. The relation of the Sunday-school to the solution of 
the missionary problem. 



MISSIONS IN THE SUNDAY SCHOOL 209 

Topics for Class Discussion: 

1. Name chief missionary motives. 

2. What missionary organization is required in Metho- 

dist schools? 

3. What should be included in a school's missionary 

policy ? 

4. What is the service of the Missionary Committee 

and Director? 

5. Name essential missionary material. 

6. Suggest methods for varying the missionary program. 

7. Name one book available for study in each depart- 

ment above the Primary. 

8. What is the place of missions in the Graded Lessons ? 

9. What plans will make an effective missionary library? 

10. Suggest a few methods for inspiring missionary in- 

terest in the school. 

11. What is the ideal plan in missionary giving? 

12. What is the place of prayer as a factor in missions? 



14 



CHAPTER XVI 
TEMPERANCE IN THE SUNDAY SCHOOL 

I. Temperance Teaching in the Sunday School 

1. Its importance. Temperance seed sowing in the Sun- 
day-school in the past is largely responsible for the temperance 
victories of to-day. Temperance education in the Sunday- 
school to-day will surely extend those victories and make se- 
cure to the Nation the fruits of the conflict. Two hundred 
thousand saloons in battle array is a force not to be lightly 
reckoned with. The Sunday-school is its m.ost effecti\x enemy 
as a highly organized training agency of fifteen million fight- 
The Sunday ^^^' ^^^ Strengthening of the Sunday-school 
School as a army through the great recent accession of 
Temperance adults is making that army irresistible. In the 
^°'^® Sunday-school temperance should be motived 
upon the results to the individual in the preservation of a 
strong body, in its influence upon others by way of example, 
and in its appeal to the patriotic and heroic in the battle to 
drive the character-spoiling and death-dealing saloon from our 
land. 

The place of temperance in the Sunday-school is fixed by 
the four temperance lessons a year, and by the observance of 
World^s Temperance Day on the fourth Sunday in November. 

The Superintendent's problem is to build temperance sen- 
timent by planning interestingly for these temperance occa- 
sions, and by training the school for a real part in the conflict. 

2. Temperance aims. The International Sunday School 
Association recommends as aims in temperance education : (a) 

210 ^ 



TEMPERANCE IN THE SUNDAY SCHOOL 211 

Total abstinence, (b) the destruction of the liquor traffic, (c) 
the extinction of the cigarette habit, (d) the surrender of every 
self-indulgence which impairs or destroys the power to give 
service to God and service to man. 

II. Organization and Methods 

1. The temperance committee. This committee should 
have a representative in each department. Each member of the 
committee should be furnished with the leaflet, "An Effective 
Temperance Committee" (United Society of Christian En- 
deavor). The chairman of the committee may be called the 
Temperance Superintendent. The committee should assist in 

(a) promotion of temperance organizations for the school, 
either a department Organization or one for the entire school; 

(b) enrollment of the school on pledge cards or book or pledge 
roll ; (c) distribution of temperance papers and leaflets ; (d) 
circulation among the teachers and scholars of temperance 
books and booklets; (e) collection of temperance facts and 
material for an effective Temperance Sunday program : a tem- 
perance scrap-book may be kept ; (f) co-operation with the Su- 
perintendent in advertising the meetings, and in the use of 
the bulletin board for cartoons, clippings, and notices. 

2. Temperance equipment. 

(a) Pledge cards. Secure White Shield League cards from 
Eaton & Mains, New York. For Primary use cards may be 
secured from Dr. I. J. Schott, Naperville, 111. Declaration 
of Independence cards and large wall pledges may be secured 
through W. B. Jacobs, 802 Hartford Bldg., Chicago, 111. 

(b) A pledge record book, or wall roll of pledge signers. 

(c) Temperance Leaflets for distribution: "Alcohol and 
the Individual" (The Pilgrim Press), "Pledged," for boys; 
"My Brother's Keeper," for girls ; "Shall a Young Man Drink ?" 
by Speer; "What Can a Christian Do to Promote Temper- 
ance?" Presbyterian Temperance Committee, ^2 Conestaga 
Bldg., Pittsburg, Pa.; "Drunkenness and Moderate Drinking," 
National Temperance Society, New York; "Why a Temper- 



212 THE SUPERINTENDENT AND HIS WORK 

ance Man Should Sign the Pledge," Henry Churchill King, 
Oberlin, Ohio; "Scientific Testimony on Beer," National Re- 
form Bureau, Washington (2c. stamp) ; "Story of an Alcohol 
Slave," International Sunday School Association, Chicago (6oc. 
per hundred) ; "Facts Concerning Alcohol," Scientific Temper- 
ance Federation, Boston (15c. per hundred) ; "Can a Town 
Prosper Without Saloons?" Arthur J. Bill, Normal, 111. (2c. in 
stamps) ; "The Devil's Railroad," National Temperance So- 
ciety, New York. 

(d) In Teacher's Helps there are in leaflets : "The Houses 
We Live In," "Alcohol and the Body," "Beer and Tobacco," 
''Scientific Temperance for Boys and Girls ;" these from Ruby 
I. Gilbert, Silversmiths Bldg., Chicago, 5c. "My Wonderful 
House," "Letters to Temperance Light Bearers," Mrs. Riddell- 
Huston, Clintondale, Pa., 5c. Supplemental Temperance Les- 
sons (for Primary, Junior, and Intermediate Departments), 
Sunday School Temperance Bureau, Riverside, Cal., 3c. each. 
In addition to these are excellent temperance leaflets published 
by Eaton & Mains (N. Y.), Sunday School Times Co. (Phila.), 
National Temperance Society (N. Y.), Women's Christian 
Temperance Union Headquarters (Temple Bldg., Chicago). 

(e) For the Temperance Library there are for use of teach- 
ers, scholars, and the Temperance Superintendent and Com- 
mittee the following books : "The King and His Wonderful 
Castle," Brown (Public School Publishing Co., Bloomington, 
111.; 35c.); Temperance Manual for Loyal Temperance Le- 
gion (Ruby I. Gilbert, Silversmiths Bldg., Chicago), "Alco- 
hol and the Human Body" (Scientific Temperance Federa- 
tion, Boston; 96c.), "Intoxicating Drinks and Drugs in All 
Lands and Times" (International Reform Bureau, Washing- 
ton, D. C. ; 75c.), "World Book of Temperance" (35c. paper, 
75c. board; International Reform Bureau). This latter is an 
invaluable book for Sunday-school use by Superintendent and 
committee. It is filled with interesting material for temper- 
ance programs and blackboard use. 

The committee should have up-to-date information through 



TEMPERANCE IN THE, SUNDAY SCHOOL 213 

subscription to some of the following periodicals : Twentieth 
Century Quarterly, International Reform Bureau, Washing- 
ton; National Advocate, International Temperance Society, 
New York ; Union Signal, Evanston, 111. ; Temperance Educa- 
tional Quarterly, Bureau Scientific Temperance Investigation, 
Milwaukee, Wis.; American Issue, Westerville, Ohio; The 
Crusader Monthly, Evanston, 111. ; The Water Lily, an illus- 
trated Sunday-school paper for the younger scholars (National 
Temperance Society, N. Y.). It would be a good plan for the 
committee to keep some of these papers in circulation in the 
school. 

(f) Other Material may include temperance wall charts, 
quotations for wall use, maps showing "dry" and "wet" States, 
banners, buttons, Christian Conquest flag, temperance map 
puzzle. 

3. Program suggestions. The program for Temperance 
Sunday should be planned well in advance, and should be ad- 
vertised in press, bulletin, and calendar as carefully as any 
other special day program. Decorate the room with flags 
and large bows of white ribbon or crepe paper. 

(a) Use a printed responsive service for the opening exer- 
cises, arranged for the school, including rousing songs, quota- 
tions from prominent men. Scripture selections, and strong 
temperance facts. Excellent forms are contained in the Sun- 
day School Hymnal of the Board of Sunday Schools (Chi- 
cago). 

(h) Select a topic for each Temperance Sunday, and build 
your address and exercises about it, such topics as "Total Ab- 
stinence for the Sake of Health and Personal Safety," "The 
Cigarette Habit," "The Beer Question," "Science and Alcohol," 
"V/hat the Bible Says About Temperance." 

(c) The prayer offered on this Sunday especially should 
be directed to the salvation of the indi\'idual and home and 
country from the curse of drink. The pastor. Superintendent, 
or a well qualified teacher could occasionally teach the tem- 
perance lesson from the platform. 

e 



214 THE SUPERINTENDENT AND HIS WORK 

(d) The songs should be carefully selected. Appropriate 
to the day are "Dare to do right," "Onward, Christian Sol- 
diers," "The Son of God goes forth to war," "Sowing the 
seed," "Courage, Brothers, do not stumble," "Who is on the 
Lord's side?" "Christian, dost thou see them?" "Sound the 
battle cry," "Stand up, stand up for Jesus," "We march, we 
march to victory," "Mine eyes have seen the glory," "Yield 
not to temptation." 

(e) Ask the classes in turn to cut newspaper and magazine 
clippings concerning individual effects of liquor, attitude of 
corporations, legislation, scientific statements, crimes commit- 
ted because of liquor ; to select the best and present same as a 
part of the monthly temperance program. 

(f) Have a character program with great temperance lead- 
ers as topics, or have one leader as the subject of each meet- 
ing, selecting, say, Miss Wiliard, Lady Somerset, Francis Mur- 
phy, John B. Gough. Brief papers by the scholars on their 
lives and work, quotations from their addresses or writings 
written out, distributed to classes and called for, selections 
from some notable speech, will all be interesting. The temper- 
ance movement as related to the work of these and other 
workers can be reviewed and brought down to date. 

(g) A map Sunday will be very interesting if prepared 
for. A color map of the United States showing prohibition 
and liquor States and those States working under a special 
plan can be secured from the Anti-Saloon League Press Bu- 
reau, 162 Ohio Street, Chicago. The map puzzle referred to 
above can be used with advantage on such a Sunday. Schol- 
ars can be given sources of information and be kept busy dur- 
ing a quarter drawing their own maps, the best of these to be 
exhibited on Temperance Sunday. 

(h) Deputize certain classes to report the number and lo- 
cation of the saloons within a certain radius, to make a locality 
map indicating the saloons in black, the churches in blue, and 
the school houses in red. This will localize the interest, and 
the exhibit of the map may inspire to local action. 

6 



TEMPERANCE IN THE SUNDAY SCHOOL 215 

(i) Secure a representative of some corporation which 
shuts out drinking employees to speak to the school. Obtain 
letters from a number of business corporations which follow 
this plan, to be read at the meeting. Make a diagram, on 
blackboard, or on muslin or manila paper, showing a number 
of closed doors marked with names of the corporations which 
have temperance requirements : such corporations as the Un- 
ion Pacific Railroad, Swift's Packing Company, Marshall 
Field & Co., Lehigh Valley Railroad, Western Union Tele- 
graph Company, Wanamaker's. 

(j) 'Teach temperance by fact, not by exhortation." 
There is a startling array of supporting facts to draw from. 
These can be put in scholar's hands and used on the platform. 
The voluntary action of 25,000 of the employees of the Chicago 
and Northwestern Railroad in signing a pledge, the action of 
a Baltimore mayor requiring all city employees to be temper- 
ance men : such facts are not forgotten by young people be- 
cause they bear on their own business careers. 

(k) Use stereopticon slides and charts showing scientific 
temperance facts, the effect of alcohol and cigarettes upon 
the blood and vital organs. 

(I) Have a speaker use chalk, object teaching, or charts, 
showing disproportion of expenditure for liquor and necessi- 
ties. A common method of expressing the relative amounts 
spent for liquor, missions, and other purposes, is to use ribbons 
of different colors and lengths wound on spools and fastened 
in a box, with a slit for each color, and the ends of the rib- 
bon out. An inch will stand, say, for $5,000,000. A white rib- 
bon an inch and a half long standing for the $7,500,000 con- 
tributed annually for Foreign Missions; a ribbon about four 
inches long will stand for the annual chewing gum expendi- 
ture; confectionery, $178,000,000; for home church work, $150,- 
000,000; for bread, $600,000,000; for tobacco, $750,000,000, and 
for liquor, $1,250,000,000, will be represented by ribbons of 
varying lengths. Have boys take hold of the ends of these 
ribbons and draw them out, and when the long black ribbon, 



2i6 THE SUPERINTENDENT AND HIS WORK 

representing the liquor expenditure of the country, is pulled 
across the room the disproportion between it and the con- 
tribution for missions will teach its own lesson. 

(m) In "The Executive," a story writing contest is sug- 
gested for Temperance Day, all entering in it who will, judges 
deciding on the four best papers, these to be read on Temper- 
ance Sunday by the scholars who wrote them. 

(n) Ask a chemist or local druggist to experiment before 
the school with alcohol in its effect upon the tissues. 

(o) A Lincoln Day is always effective. Lincoln's picture 
should be there covered with an American flag and undraped 
at the fitting moment. Afterward a wreath may be hung about 
the frame by one of the girls, with some appropriate words. 
In Lincoln's life and words as related to temperance there is 
good material for an excellent program. 

It is expected, of course, that the temperance lesson will be 
taught from the platform or in the classes, and clinched from 
the platform with a telling story. Temperance papers or leaf- 
lets should be distributed, suited to the departments. 

4. Pledge signing. No Temperance Sunday should pass 
without giving the opportunity for pledge signing in all the 
departments above the Primary. In the latter an oral pledge 
would probably be best. 

Have the school pledge enlarged and framed, or better still, 
placed on the school temperance banner. 

The "Declaration of Independence" pledge reads : "For 
love of Christ and country, I hereby make my declaration 
against King Alcohol. I pledge myself never to use intoxicat- 
ing liquors as a drink, and I promise to do all I can to end 
the drink habit and the liquor traffic." 

The "White Shield League" pledge reads: "I hereby de- 
clare that with God's help I will abstain from the use of all 
alcoholic liquors as a beverage, and will use all honorable 
means to discourage their sale and use by others." 

In pledge signing it is well for the scholars to keep one 
pledge card. One teacher gave added value to this by pre- 



TEMPERANCE IN THE SUNDAY SCHOOL 217 

senting to each of her boys a five-cent post card frame in 
which the pledge card was placed and treasured. 

In the Junior Department the pledge signing may be made 
impressive by having the pledged scholars gather about the 
temperance banner and the American flag, and repeat in uni- 
son the usual salutation to the flag and the temperance pledge, 
and sing a verse of some song, such as "Onward, Christian 
soldiers." A bow of red, white, and blue ribbon may be fast- 
ened to each signer. 

A school pledge should be signed and framed and hung 
in a conspicuous place in the school. 

5. World's Temperance Sunday. For this day, the fourth 
Sunday in November, it will be inspiring, where practicable, 
to have a neighborhood Sunday School Rally in one of the 
larger churches. A printed program should be prepared with 
opportunity for responsive readings, and the facts set out will 
be preserved with the program. The day should be made a 
patriotic one. It occurs close to Thanksgiving Day, and is a 
fitting time to express devotion to the country's best good 
through ridding the land of liquor. 

The program for such a rally should include a few stirring 
national songs which all know, responsive readings, solo, chart 
or chalk talk, scientific experiments, questions and answers by 
physicians, quotations, and pledge signing. Each school may 
be given a song to sing, or each in turn may sing the verse 
of a song. 

If held by a single school, the departments should be given 
a special part. The temperance victories of the year may be 
recounted and report of gain in pledge signers for the year 
given. 

6. Temperance organizations. The "White Shield 
League" is the temperance organization of the Methodist Epis- 
copal Church for the Sunday-school. There are attractive 
buttons and pledge cards. Write "Temperance Society of the 
Methodist Episcopal Church," Chicago. Leagues may be or- 
ganized for the school or for a department with an occasional 



2i8 THE SUPERINTENDENT AND HIS WORK 

weekday meeting for temperance, an object talk, scientific in- 
struction, and supplemental work. An afternoon march of the 
League with banner, followed by refreshments, will interest. 
The membership should work constantly for new members. 
They may distribute temperance leaflets. A public meeting on 
a week evening will stimulate interest. 

For the girls we have the "White Ribbon Club'' and the 
W. C. T. U. "Y's" (National W. C. T. U., Evanston, 111.), and 
the Frances E. Willard Circle. 

The Loyal Temperance Legion for Juniors and Seniors has 
long been established. Apply for manual and information to 
Ruby I. Gilbert, Silversmiths Bldg., Chicago. 

7. Combatting the cigarette evil. The Sundayrschool 
must array itself against the cigarette for the sake of the boy, 
and to save the Nation from a degeneracy that will surely re- 
sult if the heart and nerve strength of the youth of to-day is 
sapped by the deadly cigarette habit. By the use of attractive 
methods, by picture card, and premium, the tobacco interests 
are seeking to enlist the boys as early as possible for the 
cigarette habit. Through pledge, education, agitation, and leg- 
islation the evil must be met. In this effort we shall have the 
co-operation of many men who, while they may smoke them- 
selves, are anxious to protect the boys from the effect of the 
cigarette drugs. 

We must educate through the distribution of literature. 
There is a series of excellent leaflets published by the Na- 
tional Anti-Cigarette League at 25 cents per hundred. The 
League also issues a pledge, a badge, and "Character," a fine 
monthly magazine (Chicago, 111.) 

A strong bulletin has been published by Professor Wm. A. 
McKeever, of the State Agricultural College, Manhattan, Kan- 
sas, entitled, "The Cigarette Smoking Boy,'* at ic. each. It is 
the result of a careful study of the cases of 2,500 boys. Over 
600,000 of these bulletins have been issued. 

On the second quarterly Temperance Sunday of the year 
it is urged that the cigarette evil be especially presented and 



TEMPERANCE IN THE SUNDAY SCHOOL 219 

literature distributed and pledges obtained. The pledge of the 
International Sunday School Association reads : "In the cause 
of freedom from enslaving habits, for the sake of strength and 
purity of character, I pledge myself to abstain from the use 
of cigarettes and to do all I can to end the cigarette habit 
among others." Some corporations are closing their doors 
to cigarette users. Charts may be shown exhibiting the effects 
of cigarette smoking upon the heart and physique. 

It is high time that the Sunday-school was aroused on this 
subject. The Superintendent must direct the campaign in 
the school. 

Lesson Outline: 

I. Temperance Teaching in the Sunday School. 
I. Its importance. 
2h Temperance aims. 
II. Organization and Methods. 

1. The Temperance Committee, 

2. Temperance equipment. 

3. Program suggestions. 

4. Pledge signing. 

5. World's Temperance Sunday. 

6. Temperance organizations. 

7. Combating the cigarette evil. 

Bibliography: 

World Book of Temperance (International Reform Bu- 
reau, Washington). 

Topic for Special Study: 

I. Co-operation with the public schools in eradicating 
the cigarette evil. 

Topics for Class Discussion: 

1. How many temperance sessions are called for an- 

nually ? 

2. What is the secret of success in such meetings? 



220 THE SUPERINTENDENT AND HIS WORK 

3. What should be the temperance aims of a school? 

4. Suggest needed temperance equipment. 

5. Name five good plans for a Temperance Sunday- 

program. 

6. What is the most effective method of teaching tem- 

perance? 

7. What should be the character of World's Temper- 

ance Sunday program? 

8. What is the duty of the Sunday-school as to the 

cigarette evil? 

9. What are effective methods of meeting it? 



CHAPTER XVII 
SPECIAL DAYS IN THE SUNDAY-SCHOOL 

Special days brighten the school year, as birthdays, wedding 
anniversaries, holidays, and special visits brighten the calen- 
dar year for children and adults. They bring out members of 
the home and community not ordinarily in Sun- 
Special Days day-school, and become the means of making new 
friends and new members. They should not, ex- 
cept on extraordinary occasions, crowd out the Bible lesson. 

The Standing Committee on special days will be collecting 
material all the year from every possible source to make these 
days interesting, and will plan in advance for each day in con- 
ference with the Superintendent. Each department will have 
its committee representative. The offerings for the great inter- 
ests of the Church are taken on some of these special days. 
Envelopes should be distributed for these offerings, and ex- 
planations made of each of the causes. 

Some schools make it a point to have one special day in 
each month, and the year lends itself to this arrangement quite 
naturally. We shall consider the major special days and some 
minor days. 

I. Easter Sunday 

Flowers and song and the upspringing hope in every heart 
are the Superintendent's allies in planning a gladsome Easter 
Day. Easter gives the Superintendent an opportunity to send 
a poem or personal message to the scholars, teachers, and 
homes of the school. Many schools use Easter for the annual 
missionary offering. Special Easter programs are provided by 

221 G 



222 THE SUPERINTENDENT AND HIS WORK 

the Missionary Boards of the Methodist Episcopal Church 
(New York and Philadelphia) with this purpose in view. 

1. Decorations. Classes can be asked to bring for Easter 
a potted plant, designated for some sick member or shut-in 
after use in the decoration. Where Easter lilies are not avail- 
able the room may be garlanded with green runners and lilies 
made of crepe paper. White crepe paper bells will cost but 
little, and can be interspersed with the green vines effectively. 

Lily and hyacinth bulbs may be given out to scholars some 
weeks in advance of Easter, the flowers to be brought on 
Easter day for use. A plant should be sent by the school to 
each home from which during the year a member of the 
school has gone out to the Eternal Home. 

2. Souvenirs. It may well be the custom for the school to 
present at Easter time a bulb or geranium slip or a few nas- 
turtium, pansy, or other seeds with a pot and earth, the flow- 
ers to be brought in on a designated day some time later, and 
used in the platform decoration. 

Flowers from Palestine, Easter cards made by a group of 
classes decorated with a floral design and bearing name of 
school, date, and an Easter greeting, or a school program, if 
printed tastefully, are appropriate. 

3. Program. The Easter programs furnished by the Mis- 
sionary Boards are excellent. When the school arranges its 
own services they should be printed in Easter violet. The 
Easter lesson should be studied by the classes as the heart of 
the service. Where this does not leave time enough for an 
adequate service, the evening Church service could be given 
to the school. 

The teachings of nature as to the resurrection should be 
brought out in object lessons and in recitations from the poets. 

The greater Easter songs should be sung, such as ''Jesus 
Christ is risen to-day," "Hail the day that sees Him rise," 
"Crown Him with many crowns," "God hath rent His angels," 
"Ye happy bells of Easter day," "I know that my Redeemer 
liveth." « 



SPECIAL DAYS IN THE SUNDAY SCHOOL 223 

IL Children's Day 

1. General plans. This is observed usually the second 
Sunday of June. Because of its proximity to Flag Day the 
two are often combined. Occurring not far from graduation 
day in the public schools, many schools observe Children's Day 
as Promotion Day. 

The children should be given the right of way in the pro- 
gram. The Church morning service may be devoted to the 
children, who should have special part. It is a good time for 
the pastor to emphasize the Sunday-school before the Church 
membership, and to secure their enlistment for school member- 
ship or service. The baptism of children should be a feature 
of Children's Day. 

The decorations will express the floral wealth of June in 
cut flowers, arches, floral bowers. Crepe paper may be used 
profusely in simulating roses and vines. Birds and pictures 
of happy children should be in place. Flags draped in unique 
forms should brighten the room. 

The children should be given the opportunity of service to 
other children through sending the latter at hospitals, orphan- 
ages, and asylums souvenir postals and flowers. The Super- 
intendent should secure for this purpose the names of the 
children who are to be remembered. 

2. The program. The Board of Education, 150 Fifth 
Avenue, New York, furnishes a choice program each year for 
Children's Day, and gives information as to the work of the 
Board in assisting worthy young people to an education through 
the Children's Day offerings of the Sunday-schools of Metho- 
dist Churches. This is a noble benevolence, and every school 
should through its Children's Day offering contribute to it. 

As suggested, the flag has a place on Children's Day. The 
processional on Children's Day should be headed by the Amer- 
ican and the Christian flags and the class banners. 

If there are any veterans in the vicinity of the school a 
group of children could act as an escort to conduct them to 
the platform of the school, while the school sings "On- 
ward, Christian soldiers." ^ 



224 THE SUPERINTENDENT AND HIS WORK 

III. Rally Day 

The principle of Rally Day can be applied at several points 
of the school year. A loo per cent attendance day can be 
worked up several times during the year by similar methods. 
There can be department rallies and class rallies. A quarterly 
rally aim may be planned, such as, for one quarter "intension'* 
(attendance) ; another, "extension" (new scholars) ; another, 
"spiritual ingathering," and the social and athletic aim for the 
other. A quarterly rally day may be named when the results 
of the effort will be focused. 

Rally Day, as an annual occasion, should be brought closely 
into relation with the general Sunday-school work of the denom- 
ination. The great need for Sunday-school extension, and the 
remarkable results being achieved by the Board of Sunday 
Schools through its corps of Sunday-school missionaries may 
be so presented as to effectively arouse new interest and ac- 
tivity in the local field. Moreover, Rally Day affords the 
Recognition ^^^t favorable occasion for making the annual 
and Support contribution of the school to the Board of Sunday 
of the Gen- Schools. A generous offering to this, the one dis- 
eral Work tinctive Sunday-school benevolence of the Church, 
should without fail be made. An envelope for this gift en- 
closed with the invitation to scholars will insure a worthy and 
intelligent offering. 

Ordinarily the most favorable time for Rally Day is the 
last Sunday in September, or some Sunday early in October. 
Local conditions should govern the selection of the day. A 
principal purpose should be to arouse the whole school to at- 
tendance after the summer relaxation, to secure new members, 
and to sound the keynote for a forward move of the whole 
school life. The success of the day will depend upon the 
preparation for it, and the publicity given to it. 

I. General suggestions. The decoration of the Assembly 
Room should be planned for with flags or autumn leaves and 
branches, goldenrod, corn fodder, and wheat, and class and 



SPECIAL DAYS IN THE SUNDAY SCHOOL 225 

school banners. The motto of the day, which should be the 
keynote for the year, may be outlined in autumn leaves. 

Many schools which have adopted the International 
Graded Lessons now make use of Rally Day as promotion 
day. Inasmuch as these lessons begin October ist this is an 
especially convenient and fitting plan. 

2. Invitations. These should come from three sources : 
the public notice, the direct notification of the school, and the 
effort of teachers and class committees to bring out 100 per 
cent attendance. 

Probably the largest lever is the teacher's personal effort 
with the scholar. The Superintendent should arouse the teach- 
ers to this by a careful letter to every teacher several weeks in 
advance of Rally Day, outlining the plans for Rally Week or 
Rally Day, stating the theme of the day, the attendance goal, 
the teachers' events beyond Rally Day, the importance of at- 
tendance at the weekly workers' meeting, the "power house" 
of the school, and urge that the teachers by visitation, letter, 
and souvenir postal secure an "every member present" class 
for the day. 

Much ingenuity has been shown in the form of school invi- 
tations to scholars with the purpose to attract attention and 
arouse curiosity. Some of these plans can be briefly outlined : 

(a) The telegram plan. This consists of a telegram on the 
form of the Sunday School Union Telegraph Company, show- 
ing number of offices and local stations, delivered by the 
school's Messenger Corps, putting the e\'>ent and its features 
in short sentences, and signed by Superintendent and pastor. 

(b) The train and station method. Tickets are sent the 
scholar for a continuous passage on the "Christian Bible 
School R. R." for Rally Day, scheduling the time, and with 
coupons for stations such as Vacationville, Roll Call Station, 
Welcome Point, Primary, and other stations ; engineer's or- 
ders (Superintendent) ; address from the president (pastor) ; 
traveler's songs, refreshments (Twenty-third Psalm) ; "hot 
box preventive" (offering). 

IS « 



226 THE SUPERINTENDENT AND HIS WORK 

(c) The suhpcena form. Issued as a summons to the 
scholar from the special sessions court of the school to attend 
the Special Rally Ray service, and to show cause why he 
should not be present. If not present, he is to be guilty of 
contempt of court with the penalty of the loss of the pleasure 
of the day. The order has added the seal of the school. 

(d) The promissory note plan. This may be an invita- 
tion from the Superintendent, marking the profit of the Rally 
Day business, and a return postal signed by the scholar obli- 
gating himself for value received to meet his note of hand at 
the school at the date and hour named. 

(e) Home-coming day. This will be an invitation to the 
sons and daughters to the annual home-coming with the latch 
string out for all. The fireside, the home stories, the talks by 
members of the circle who have been traveling, songs and reci- 
tations from the younger folks can all be woven in, as well as 
fireside book and the "Home o' the Leal." The decorations 
may take a harvest home form, and the scholars be encour- 
aged to bring fruit and vegetables for platform decorations, 
these to go afterward to the needy. 

The invitations should all aim to secure new recruits, and 
should reach every member of the school, including the Home 
Department and Cradle Roll, and give a hint or an outline of 
program features. 

Where no special plan is used the invitation as to form 
of card and printing scheme should be striking, say black on 
red, or red on black, or blue on buff. Designs such as mega- 
phones, clocks, or doors will catch the eye. These invitations 
should be mailed to the scholar or delivered by the Messenger 
Corps. 

3. Rally week. This week precedes Rally Day in many 
schools. Some schools observe it the week following Rally 
Day. The purpose is to rally the school departments sepa- 
rately and collectively, socially and spiritually for a strong fall 
start. This week is observed in different ways. Sometimes 
departments are tendered receptions on different afternoons 

6 



SPECIAL DAYS IN THE SUNDAY SCHOOL 227 

and evening. The weekly prayer meeting topic should bear 
on the work of the Sunday-school. 

A good plan is to give Monday evening to the teachers for 
a 'Tagot Fire" to discuss vacation experiences and to plan 
definitely to bring out the full attendance for Rally Day. One 
or two talks from the management side may be given, and 
plans discussed for a forward move. Tuesday evening could 
be given to several papers on the teacher's relation to Sunday- 
school success ; Wednesday to the department reports and 
plans; Thursday to visitation of Sunday-school homes by the 
teachers, and general invitation ; Friday to the prayer meet- 
ing with a school topic, and Saturday to the school outing and 
a social time. Teachers, Home Department members, and 
older scholars could be invited to these gatherings, and all to 
the outing. The plan and invitations should be printed and 
distributed. 

4. Rally Day program. The Board of Sunday Schools 
publishes each year an excellent Rally Day service for use by 
Methodist schools. This official program should be used 
wherever possible. 

Some schools will desire to construct their own program. 
If so, it should be constructed about a theme, and wherever 
possible presented as a souvenir of the day. It may be made 
the means of suggestions and a message that will be fruitful. 
There should be a theme and text, such as "Go forward." 
(Ex. 14: 15.) 

The program and invitations should match in their gen- 
eral plan. Each department should be given some participa- 
tion in the Rally Day program. A Rally Day hymn composed 
for the school may be sung. The names of honor classes and 
honor scholars having perfect attendance for the summer 
should be announced. Messages from absent or sick scholars 
or teachers may be given. At the roll call classes will an- 
nounce enrollment and number present, perfect classes being 
designated as star classes. 

5. After Rally Day. The sick and shut-ins should be 



228 THE SUPERINTENDENT AND HIS WORK 

remembered with flowers and souvenirs. Letters may be sent 
to Rally Day visitors whose names have been taken on regis- 
tration cards, inviting to school membership or a further call. 

The Enrollment or Visiting Committee will carefully scan 
the Rally Day absentee list, and plan for an immediate visit 
through the teacher or the committee. 

Save some good features for the Sunday following Rally 
Day in order to keep up a good emphasis. The one or more 
new school goals announced on Rally Day should be t)ushed 
from week to week. 

IV. Thanksgiving Sunday 

This will be observed in the school on the Sunday before 
or after Thanksgiving. The fruits, groceries, and vegetables 
should be brought by scholars, if possible, the Saturday be- 
fore, in order to give opportunity for their tasteful arrange- 
ment for Sunday. Green and yellow crepe paper, red apples, 
pumpkins, corn stalks, trimmed baskets will make attractive 
special decoration. The scholars may assist in taking these 
gifts afterward to the poor and to institutions. A sunrise 
prayer meeting may appropriately inaugurate Thanksgiving 
Day, or the Sunday set apart for its observance. 

The program will include the reading of the President's 
Thanksgiving procl-^mation by a scholar, papers or recitations 
by scholars, or brief addresses by teachers or others on the 
subjects of the first Thanksgiving when red men and white 
men joined in praise; Feast of Tabernacles, old-time Thanks- 
giving customs, present-day causes for thanksgiving, recitation 
of some Psalm, as 147th or 104th, or "thanks" verses, by 
scholars and classes or departments, the story of Ruth, songs 
of praise, a national song, and the Doxology surely. 

V. Christmas 

The time of the observance will be governed by local cus- 
toms. Some schools take Christmas eve, others Christmas 
morning. Many take the Sunday nearest Christmas, the 



SPECIAL DAYS IN THE SUNDAY SCHOOL 229 

school joining in the morning Church service, with the Christ- 
mas lesson, Christmas songs, and Christmas emphasis in the 
school service, and reserving possibly until the evening the 
Christmas giving and special exercises, which we associate 
most closely with the Christmas festival. An afternoon should 
be given to the Cradle Roll and the Beginners, and the even- 
ing to the other departments. 

1. Santa Glaus. As to the question of the place of Santa 
Claus in the Christmas exercises, the tide of sentiment is 
swinging quite surely to the plan of giving Christ His rightful 
place in the festival of His birth. It is admitted that the 
myth and mystery of Santa Claus has a universal grip upon 
the child mind. Many schools find a place for him in the ex- 
ercises that subordinates him to the recognition of Christ, and 
makes him the almoner of the love gifts of the Christmastide. 
The question, however, arises, how far should the Sunday- 
school, the highest authority in the child's world next to its 
parents, give credence to a myth? Many parents, while not 
disabusing the child's mind of the fun of believing in Santa 
Claus, are careful not to make any direct statement as to him, 
which could be construed by the child later as a lie, and these 
parents object to the Sunday-school taking a position on what 
seems to them a moral question, which may be contrary to the 
home position. Certain it is that beyond the Primary grade 
children are not deceived as to Santa Claus, and his introduc- 
tion into the departments from the Junior up is likely to lower 
the respect of the scholar for the school, and to excite ridicule 
rather than approval. Is it not time that the Sunday- 
school should outgrow its swaddling clothes and dignify its 
work? 

2. Decorations. Christmas is supremely the opportunity 
of the Sunday-school artist. The material is all at hand, and 
cheaply, in the greens, holly, laurel, crepe paper, paper bells, 
tinted popcorn, cotton, mica, and diamond dust. Some imag- 
ination and skill can give most beautiful results. 

3. Program. Christinas cantatas, programs, and rccita- 



230 THE SUPERINTENDENT AND HIS WORK 

tions are numerous. Often they will require adaptation. Good 
drilling is, of course, an essential to smoothness in results. 

Where a printed service is not followed these suggestions 
may be helpful: The whole Christmas story read by a good 
reader. Questions and answers on the Christmas facts. Brief 
talks on such subjects as "Origin of Christmas," "Results of 
Christ's Coming," "The Lands Without a Christmas." The 
rendition of Christmas memory verses. The reading by an 
elocutionist of such fascinating Christmas stories as' "The 
Story of a Christmas Dollar," by Jacob Riis; Longfellow's, 
"The Three Kings ;" "The Other Wise Man," by Henry Van 
Dyke; "The Birds' Christmas Carol," by Kate Douglas Wig- 
gins ; Dickens', "Christmas Carol ;" selections from "Ben Hur." 
The singing of such carols as "There's a song in the air," 
"Brightest and best of the sons of the morning," "Holy 
night, peaceful night," "Once in David's royal city," "Thou 
didst leave Thy throne," "O little town of Bethlehem," "We 
three kings," "Come, all ye faithful." 

4. Christmas giving. Christmas getting is being subor- 
dinated to Christmas giving in large numbers of the schools 
of our land, and the "more blessed" of the Master is having 
its sweet fruitage where thoughtless selfishness formerly had 
the right of way. A school is out of date that does not now 
plan definitely for giving by its members at Christmastime for 
those less fortunate. The giving of teachers to scholars and 
scholars to teachers must be left to the classes. 

VI. Patriotic Days 

I. Independence Day. The Sunday nearest to July 4th 
should be emphasized by a special program. Piety and patriot- 
ism are twin virtues. They need cultivation now as well as 
in Old Testament times. The battles of the Republic are not 
all fought. Her foes are not all dead. The heroic days are 
not ended. Intemperance, corruption, greed, and graft in 
all their forms must be antagonized. The call to-day is for 
heroes among our youth who will fight and if need be die 



SPECIAL DAYS IN THE SUNDAY SCHOOL 231 

in a righteous cause. Independence Day is the opportune 
time for such enlistment. 

2. Lincoln's Birthday Sunday. Lincoln's temperance 
statements may be used in emphasizing temperance. His pic- 
ture should be in place and draped. Several of his sayings 
should be put in form large enough to be read in any part 
of the room. 

The program may be enriched by the singing of "The Battle 
Hymn of the Republic," recitation of Whitman's "My Captain," 
Lowell's "The Martyr Chief," extracts from President Roose- 
velt on Lincoln, his favorite song, "My Mission," and recita- 
tion of his favorite poem, "O Why Should the Spirit of Mor- 
tal Be Proud." His Gettysburg address should be read in 
concert. Lincoln's use of the Bible may be brought out 
through the story of the absorption of the Book in his earlier 
days, and quotations from his great addresses. 

3. Washington's Birthday Sunday. This is an opportu- 
nity to impress Home Missions by the contrast between Wash- 
ington's day and this, showing the steps in national progress, 
and the reforms in national life due to the permeating influ- 
ence of the Bible. Washington's farewell address may be 
made the basis of teaching the value of religion and the Bible 
in nation building, and quotations from that address should 
be read. 

Washington the boy should be given a hearing through the 
emphasis upon basal qualities of character, such as "obedi- 
ence, self-control, irriprovement of opportunities, fair play, 
self-reliance, politeness, reverence, and willing service to God 
and man ;" his "moral as well as physical courage," and "the 
grand old virtues of modesty, simplicity, purity of heart and 
mind, dignity, propriety, and truth," which the boy exemplified. 

4. Memorial Day Sunday. This is a good day to impress 
reverence for the past, a quality needed by our American 
young people. Israel's memorial altars would be a good Scrip- 
tural basis, suggesting the stress put by Jehovah upon a re- 
membrance of His dealings with His people. While Memorial 



2Z2 THE SUPERINTENDENT AND HIS WORK 

Day somberness should be avoided in exercises for young peo- 
ple, yet there are recountals of the unselfish service of patri- 
ots of the sword and in civic and home life which will stir 
to emulation. 

It will be a good time for the Superintendent to read the 
list of those of the school who have died during the year, with 
any choice word that will keep their memory fragrant. The 
"In Memoriam'' list of teachers and scholars should be draped. 
Classes should bear flowers to the graves of the class dead, "in 
remembrance." 

VII. Other Special Days 

1. Mothers' or Parents' Day. The thought of Mothers' 
Day, the second Sunday of May, originated with Miss Anna 
Jacobs, of Philadelphia. A white carnation is to be worn on 
that day in memory of mother, and a letter written her or a 
telephone message sent, or some recognition made. Sunday- 
schools are widely recognizing the day by a special mothers' 
service. The program seeks to honor motherhood through the 
use of appropriate songs. Scripture selections, and by choice 
quotations and recitations. 

This should be a good opportunity for the teacher or school 
to send a special printed or written invitation to both father 
and mother. Home co-operation can be tactfully touched upon 
by Superintendent or pastor, and the opportunity for better 
acquaintance improved by both Superintendent and teacher. 
Some of the teachers may speak of the influence of their 
mothers in shaping their characters. 

2. New Year's Day. This is made a social day at the 
school through reception of scholars by officers and teachers, 
and by a social program. 

3. Installation Day. This follows the election of the 
officers, and may include teachers. 

4. Honor Day or School Anniversary. This is observed 
in connection with Promotion Sunday, or as a separate day. 

5. Home Department Day, Old People's Day, or Parents' 



SPECIAL DAYS IN THE SUNDAY SCHOOL 233 

Day aim at the same general objective: a home day in the 
Sunday-school to extend the Home Department idea, and 
cement the relationship between school and home. The Home 
Department should be heard from in a bright report, and the 
visitors act as an acquaintance committee. 

6. Palm Sunday. This is used by many schools as "Ac- 
knowledgment Day," when scholars are encouraged to make 
confession of Christ as King, preparatory to their joining the 
Church on Easter Sunday. Some 5,000 of the Sunday-school 
scholars of the Brooklyn Sunday-schools joined the Church 
on Easter as the result of a concerted use of Acknowledg- 
ment Day. 

Lesson Outline: 

I. Easter Sunday. 

11. Children's Day. 

III. Rally Day. 

IV. Thanksgiving Sunday. 
V. Christmas. 

VI. Patriotic Days. 

1. Independence Day. 

2. Lincoln's Birthday Sunday. 

3. Washington's Birthday Sunday. 

4. Memorial Day Sunday. 
VII. Other Special Days. 

Bibliography: 

Sutherland, "Special Days in the Sunday School." 
Topic for Special Study: 

I. Best programs for the principal special days. 
Topics for Class Discussion: 

1. What constitutes an appropriate Easter program? 

2. W^hat is the object of the Children's Day offering? 

3. What are several ways of securing Rally Day at- 

tendance? 

4. For v/hat Board is the offering of the day taken ? 



234 THE SUPERINTENDENT AND HIS WORK 

5. How can Rally Week be observed? 

6. Suggest a few items for a Thanksgiving program. 

7. What should be the school's plan as to Christmas 

giving? 

8. Name two program points each for Lincoln's Birth- 

day, Washington's Birthday, and Memorial Day 
Sunday. 

9. What is the purpose of Mothers' Day? 



CHAPTER XVIII 
DECISION DAY 

Much has been said and suggested in foregoing chapters 
concerning school atmosphere as the largest factor in the 
school's success. Nothing is more vital in the making of this 
atmosphere than the Superintendent's and teacher's personal 
relationship to Jesus Christ. That relationship 
The Impor- will find its expression in song, prayer, teaching, 
Personal Re- ^^^ service. Religion is a life. Our presence in 
lieious Life the school means, or should mean, that Christ is 
there in a very real sense, and He can not be 
there shining through our eyes, clasping through our hand, 
gladdening through our smile, teaching and appealing through 
our voice, without being recognized and desired by our schol- 
ars. 

Such an apprehension of our privilege in presenting Christ 
will not make Decision Day an abnormal thing. Any Sunday 
may be and should be an opportunity for decision, or the ex- 
pression of a purpose toward which the life has been steadily 
ripening under the molding influences of this school atmos- 
phere. 

The supreme aim of the Sunday-school is to introduce 
every scholar to Jesus Christ as Savior, Friend, and Lord, 
through the Book and the words and life of teacher, Superin- 
tendent, and pastor, and to culture that life in Christian knowl- 
edge and living. 

It is a crime against the soul of a scholar not to give him 
full opportunity to know Christ before he shall pass twenty. 
The home as at present so largely constituted does not give 

235 « 



236 THE SUPERINTENDENT AND HIS WORK 

him that chance. If the Sunday-school does not come into the 
breach the probabilities are greatly against his realizing a 
Christian character. Where, however, the school goal is kept 
The Spiritual ^^^^ ^^ view there is practical certainty that with 
Opportunity wise leadership few will leave the school ranks 
of the Sun- not Christians, for God has done so well His part 
day-School ^j^^^ ^^^ harvest may be said to depend entirely 
upon us. We do not minimize the contradictory influence of 
the home in many cases, but despite it the chances fayor a 
Christian life where the school faithfully does its part. 

Between ten and twenty, and principally between ten and 
seventeen, lie the years of decision. Only twenty per cent of 
our Church membership is recruited after twenty-one. The 
average age of seventeen hundred and eighty-four conversions 
cited by careful investigation was sixteen and four-tenths 
years. Of one thousand British and Canadian Sunday-school 
members seventy-one per cent were found to have professed 
conversion between the twelfth and twentieth years, eighty- 
four per cent between eight and twenty, and ninety-six per 
cent before the twenty-fourth year. 

These figures, which can be confirmed in any Sunday- 
school convention or gathering of Christians, point clearly to 
the opportunity and obligation of the school. 

The general experience of the Sunday-school would point 
clearly to the advantage of the employment of one or more 
days during the year toward which to focus the organized 
effort of the school for a harvest. This would still leave the 
pri\'ilege of accessions month by month through the normal 
work of the school, and such accessions indicate the spiritual 
vitality of the school even more than a large ingathering 
through concerted effort. 

I. The Day 

Decision Day found its way into general recognition, it is 
believed, through the publication of the plan in the New Jersey 
Sunday School Messenger for November, 1896. In essence 



DECISION DAY 237 

the day had been observed in many schools before then. 
School prayer meetings and teachers' prayer meetings and 
special ingatherings were held in many schools before the rec- 
ognition of Decision Day. 

While the first Sunday in February has been ordinarily 
termed Decision Day, other days have been largely used. The 
first or second Sunday in November, the last or first Sunday 
of the year, Palm Sunday, and Children's Day are observed 
with profit for decision purposes. It is the writ- 
Observance ^^'^ view that there should be three or four such 
days observed by a school during the year, at 
times undisturbed by holiday preparations, or when the festi- 
val or the call of nature has its direct appeal to the religious 
life, say, the first Sunday in November, the first Sunday in 
February, or the first Sunday of Lent, Palm Sunday, and 
Children's Day. 

Much can be said in favor of each of the days suggested. 
Last year in the Brooklyn Sunday-schools Palm Sunday was 
observed as an "Acknowledgment Day," when Christ should be 
crowned King of the life by public acknowledgment. Some 
five thousand of the scholars of the city joined the Church on 
Easter Day as a result. 

The terms "Enlistment Day," "Testimony Day," "Confes- 
sion Day," "Witnessing Day," and "Acknowledgment Day" 
are all used, and more especially when the effort 
of the Day ^^^ hcQU to secure the decision of the scholars 
through letter and personal effort before the day 
selected, so that scholars will be prepared for a public stand 
for Christ on the day. 

If it seems wise for the school to select more than one day 
in the year for the decision opportunity, variety may be se- 
cured by making one such day the pastor's opportunity by let- 
ter and conversation as suggested above. Another may be 
used by the Superintendent for a letter and enclosure of leaflet 
and card, the third for a joint letter of Superintendent and 
pastor. 

e 



238 THE SUPERINTENDENT AND HIS WORK 

I. Preparing for the day. Following the initial meeting 

of the officers and teachers there should be a weekly gathering 

for prayer and discussion of the methods of approach to the 

scholar. Teachers should be urged : To approach the scholar 

individually and not in the presence of others, and to study 

the method of approach best fitted to the individual scholar; 

to avoid pressing Church membership in the appeal, but to 

bring the scholar face to face with Christ as Savior and 

Friend; to see the parents, if possible, and 
Preliminary .. , . . . : ... 

pjj^jjg enlist their co-operation in securing decision; 

in the talk which may be had with the scholar, 

or in the letter which the teacher may write to him, place in 

the scholar's hands such leaflets as "What am I asked to do 

on Decision Day?" (J. R. Miller). 

At this meeting, or by hand or mail prior to the meeting, 
the Superintendent should place in the hands of the teacher 
such helpful leaflet literature as "Little Parishes of Eight;" 
"A Soul Saving Sunday School," Wells & Shauffler (Sunday 
School Times Co.) ; "My Class for Jesus" (American Tract 
Society) ; "Early Conversion of Sunday School Scholars," 
Schauffler; "How?" Pierson. 

The Superintendent may well ask himself the question con- 
cerning the day, "Am I ready to be used ?" for the spirit of the 
day will be largely a reflection of his own spirit. The Power 
that fitted Moses and Isaiah in their confessed weakness and 
inability to lead is with us as of old. The following plans 
will help forward the day: (a) The Superintendent should 
for himself secure and study such practical leaflets as "Deci- 
sion Day and How to Use It," by Charles A. Brant (Pilgrim 
Press) ; "Preservation versus the Rescue of the Child," by 
McFarland (Eaton & Mains, Jennings & Graham) ; "Decision 
Day," by Henderson (Eaton & Mains) ; "Decision Day," Pope. 
(b) Ascertain well in advance who of the scholars above the 
Primary are not Christians or Church members. This in- 
formation should really be in form of a card or book record 
compiled from the information given by the scholars when 



DECISION DAY 239 

they enter the school, or secured through the teachers upon 
special forms. This record should be kept up and will inform 
the Superintendent always of the material upon which the 
school is to work, (c) The teachers and officers should be 
called in conference with Superintendent and pastor a month 
or six weeks in ad\ance of Decision Day for a frank discus- 
sion of plans. The Superintendent will have the list of the 
scholars who are unconverted or unattached to the Church, 
to be made the subject of special prayer at this and other 
meetings, and at an agreed time each day. Suggest the power 
of a brief, tender prayer with the class before or after the 
lesson teaching, asking for the help of the Holy Spirit in wing- 
ing the lesson home, remembering that one prayer with the 
scholar counts for more than forty prayers about him. 

II. Sunday School or Decision Week 

Many schools hold a Decision Week preceding Decision 
Day, including (a) the weekly prayer meeting at which pas- 
tor's theme bears upon the day, (b) a gathering of the parents, 
perhaps a social, in which their co-operation is sought for De- 
cision Day, (c) earnest prayer by the Church and school 
workers, and (d) the discussion of topics practically helpful 
to the teachers in bringing their scholars to decision. 

III. Forms of Decision Day Letters and Cards 

I. To parents. The Grace Presbyterian Sunday-school, 
of Brooklyn, N. Y., sent the following letter on a recent day: 
*'To the Parents of Members of Grace Preshyterian Sunday 

School. 

"Dear Friend: The pastor, officers, and teachers of the 
Grace Presbyterian Sunday-school desire your co-operation in 
making Palm Sunday next, March 20th, an Acknowledgment 
Day for those who desire to follow Jesus Christ their Savior, 
and make Him the King of their lives. We have given each 
member of our school a card for signature like one of the en- 
closed to be used in making a fuller consecration, if a Church 



240 THE SUPERINTENDENT AND HIS WORK 

member, than ever before to His service; or, as a first ac- 
knowledgment of His kingship over their lives to those that 
have not before confessed Him. Will you not advise with your 
child or children about this important step ? If you wish cards 
for your own signature as an example and help to them in the 
most important decision of their lives for their spiritual de- 
velopment and their eternal welfare, we shall be glad to fur- 
nish them. We are earnestly praying for our scholars and 
their homes that this may be a day of great blessing to them 
all. In Behalf of the Officers and Teachers." 

2. From Superintendent to scholar. The following let- 
ter was sent by the writer one Decision Day to the unsaved 
scholars in the school : 

"Dear Friend : I am deeply interested in your life. It 
has great possibilities. You are at a point of life where you 
are thinking and deciding. You wish to m.ake of your life one 
that shall be pure and strong and true, one that shall respond 
to the best. May I as your friend ask that in this time of the 
making of life's ideals, when you are laying the foundation of 
your character and destiny, you will make one choice, one de- 
cision, that will mean the happiness, the success of all the 
years that follow, and that you will make it NOW? 

"Some of the best decisions of our life are the quiet ones. 
The one I am asking you to make is the most important of 
any in your life. May I suggest that in making it, if not al- 
ready made, you will in the quiet of your room kneel before 
God and honestly ask Him, 'Lord, what wilt Thou have me to 
do?' And His answer will come, I believe, in the words of 
John, 'Behold the Lamb of God, which taketh away the sins 
of the world.' And then the Master can be heard saying, Tol- 
low Me.' 'Come and see.' 

"There are many questions that may come to your life 
after you begin to follow Him, but there is one safe way in 
which you can have them decided: 'What would JESUS do?' 

"I am very anxious for your sake, and for the sake of the 
Master who needs your life, and who tenderly pleads with you, 



DECISION DAY 241 

that before the new year has grown older you should record 
your decision to be His, and let me know it on the enclosed 
card. Will you kindly, thoughtfully, after prayer, fill out the 
card, and hand or send it to me by Sunday, February 5th, which 
we are all looking forward to as a great Decision Day? I 
shall pray that your decision shall mean the acceptance, and 
not rejection of Him who says, 'Behold, I stand at the door 
and knock/ 

''I shall be v€ry glad to have you write or talk to me 
frankly at any time concerning your questions and difficulties, 
for I want to help you if I can. Feel perfectly free to do this, 
for I shall appreciate your confidence, and want you to count 
me as your friend. Cordially yours." 

3. From Superintendent to teacher. This letter was 
sent to the teachers at the same time as the above : 

"Dear Teacher: During the week following January 226. 
I shall send to all the scholars in your class, who are not on 
our Church books as members or probationers, a personal ap- 
peal to decide to live a Christian life. With that appeal I will 
enclose a decision card which I shall ask them to sign and 
hand or mail to me by Sunday, February 5th, which we hope 
shall be a great Decision Day in our Senior and Intermediate 
Departments. 

"May I ask that during these next few weeks you will be 
much in prayer for your scholars, remembering them daily by 
name, and as opportunity comes, in the lesson and individually, 
bear home lovingly, wisely, the claims of the Master for their 
love and life and service, and their need of Him? 

"A few words of prayer with your class, as they shall bow 
their heads before or after the lesson, may be very helpful in 
assisting their decisions, and bring home to their hearts the 
truth. 

"This is the chief end of our work. This may be the cru- 
cial time for some souls in your class who have been redeemed 
by the precious blood of Christ. Be instant in prayer ! Per- 
suade by life and word! Seek for a fresh baptism of the Holy 

16 6 



242 THE SUPERINTENDENT AND HIS WORK 

Spirit upon your own life. Keep close to the Master. God 
will, I believe, wonderfully honor His Word in the salvation 
of many souls, if we prove faithful to Him. Cordially yours." 
4. Forms of Decision Cards. There are many different 
forms in use, which may be secured of publishers or supply 
houses, or each Superintendent may devise his own form. 

IV. General Suggestions 

In the Primary Department it is not wise to observe De- 
cision Day in the same way as in the other departments. In 
this department the foundations for a Christian 
In the jj£^ ^j.g being laid in inculcating love to God and 

Department ^^^^ ^^ Others, and the teacher's personality and 
the atmosphere of the department are among the 
potent influences that are preparing the child for the later 
public step. 

On Decision Day the teachers should meet for fifteen or 
twenty minutes of earnest prayer at some time preceding the 
service. 

The exercises of the day should be stripped of all business 
details. The Superintendent should be natural, cheery, but 
dead in earnest. The pastor and Superintendent should each 
clearly understand their part in the day's work. A full half 
hour should be reserved for the appeal and subsequent details. 

The opening Scripture should be read alternately from Bi- 
bles, say the confession of sin in Psalm 51, and promise of sal- 
vation in Psalm 91. Other good passages are Isaiah 55 and 
parts of John 14, 15, and 16. If the lesson of the day does 
not fit into the plan of the day it may be omitted 
Program ^^^ ^^^ Scripture just suggested or some other 

Service appropriate lesson be used for the appeal. If the 

regular lesson is appropriate it may have a brief 
study, and the teacher should bear home wisely the claim of 
Christ to the life, or for the day the pastor or Superintendent 
can outline the lesson briefly and then make the appeal. 

The prayer should be especially prepared for by the Super- 



DECISION DAY 243 

intendent or by some one, or more than one, previously selected, 
using those who know how to pray briefly and helpfully. 

Before or just following the appeal for decision it will be 
very helpful to have some one sing as a solo such a hymn as 
"Ashamed of Jesus," "In the secret of His presence," "Jesus 
is calling," "I surrender all," "Ninety and Nine." 

The decision cards and pencils will be in the hands of the 
teachers and quietly distributed. During the signing of the 
cards entire quiet should prevail. If both teachers and Chris- 
tian scholars shall sign the Consecration cards all will have 
some part in this. Duplicate cards should be given and re- 
tained by the scholars to place in their Bibles. 

Where cards are not employed, or even when they are 
used, scholars may be invited to stand or to come forward to 
the altar, or to kneel in prayer in the classes while several 
shall pray, or to stay to an after service. Excellent results 
have been secured in the Senior Department by separate meet- 
ings of the young men and the young women with a wise ap- 
peal for decision by those best fitted to do it. 

Doctor Henderson says, "If every officer and teacher in 
Methodism would, by prayer and personal effort, win one 
scholar in the Sunday-schools of Methodism to Christ and the 
Church, within the next twelve months, we could have added 
to our membership three hundred and fifty-seven thousand and 
eighty-five new converts." 

V. After Decision Day 

Those making decisions should be reached promptly by a 
joint letter from Superintendent and pastor noting the deci- 
sion, enclosing some encouraging leaflet, and inviting to rela- 
tionship with Christ's Church. 

These young people will need to be trained for Church 
membership and for Christian service. Where parents make 
objection, a visit to the parents by the pastor. Superintend- 
ent, or teacher may overcome their opposition. For the 
young people engaged in business, or otherwise busy in the 



244 THE SUPERINTENDENT AND HIS WORK 

day time, an evening probation or instruction class should 
be maintained, conducted by the pastor. Separate afternoon 
classes for the boys and girls should be planned for, led by 
the wisest women to be found in the Church. 
Development "yyiq Sunday-school teacher may in some cases be 
ligious Life appointed the class leader for his or her class, 
and in any event shoulc be of practical ser\4ce in 
reporting promptly to the pastor cases in the class requiring 
attention, and in guiding the young convert by suggestion, 
letter, book, and example. 

The pastor should plan to meet the young converts one 
by one in his own study to understand better their individual 
problems than is possible in a general meeting. 

These young people should be urged to read their Bibles 
daily, following the Daily Bible Home Readings, and to enter 
into a prayer circle including in daily petitions family, friends, 
and those not Christians in every land. 

We must not expect perfect fruit from these young Chris- 
tians. If there is a willingness to follow Christ let us be sat- 
isfied. There is much of suggestion and practical application 
to us who are older in the little girl's prayer, "Lord, make me 
good ; and if at first you do n't succeed, try, try again." 

Those scholars who have come to a decision, and who may 
not come into the Church, should be followed carefully that 
they may be encouraged to follow Christ until the hindering 
obstacles are removed. 

But there must be expression of the new life in Christ 
through service in the practical duties of the home and day 
school life, in the organized activities of the Sunday-school 
class and the school, in a "Win One Band," in bearing personal 
testimony, in "Sunshine Bands," "King's Messengers," in serv- 
ice for the shut-ins and sick, and in that reach of missionary 
interest which so attractively invites the thought and gift of 
the young disciple whose aroused love spans the seas in its 
effort to make the new found Savior the precious possession 
of the whole world. 



DECISION DAY 245 

Lesson Outline: 
1. The Day. 
II. Sunday School or Decision Week. 

III. Forms of Decision Day Letters and Cards. 

IV. General Suggestions. 
V. After Decision Day. 

Bibliography: 

Chapman, ^The Spiritual Life of the Sunday School." 
McKinley, "Educational Evangelism.'* 

Topic for Special Study: 

I. How large a part does training play in maturing 
Christian character? 

Topics for Class Discussion: 

1. What is the school's obligation as to the scholar's 

life decision? 

2. What is the school's opportunity as shown in the sta- 

tistics of conversions? 

3. What days may be profitable for decision purposes? 

4. What other terms than Decision Day may be em- 

ployed ? 

5. Name a few steps in preparation for the day for the 

Superintendent, teacher, and pastor. 

6. Suggest a plan for Sunday-school or Decision Week. 

7. Outline a plan for Decision Day. 

8. What should be done for the scholar after Decision 

Day? 

9. What part may the Church services play in molding 

the spiritual life of the scholar? 



CHAPTER XIX 
SOME SPECIAL CASES. 

I. The Country Sunday School 

The principles, as well as many of the methods and plans, 
suggested in the foregoing chapters are applicable to the coun- 
try as to the city school. Many problems are common to 
all schools. The country school has the advantage of being 
a social center. The coming of the rural telephone, good 
roads, rural delivery, the trolley, the magazine is bringing the 
country community into closer fellowship with the world, and 
removing the fact and the sense of isolation. With these 
facilities is coming the educational impulse and the improve- 
ment of Sunday-school conditions so that in qual- 
Possibilities -^ ^^^ i^jj^^ j£ j^Q^ jj^ quantity, the country Sun- 
oftheCoun- / i i • i • j • i 

try School day-school m very many places is domg a work 
fully up to the strong city school. It has been 
demonstrated again and again that all departments of work 
of a complete school can be maintained in the country. Grad- 
ually that chief hindrance to Sunday-school progress in the 
country, the belief that things must always go on as they 
have been going for generations, is giving way as the possi- 
bility of better work with different methods is demonstrated, 
and as the j^ounger people and many of those that are older, 
are, through literature and convention, catching the fire of 
progress. 

The secret of success in the country school, as in the city, 
is the man. "Only heaven can stand in the way of a deter- 
mined man;" in the Sunday-school heaven is co-working with 

246 ^ 



SOME SPECIAL CASES 247 

the Superintendent, and determination, good cheer, tact, reli- 
gion, and good sense will win out anywhere. 

The Superintendent in the country school is often teacher, 
organist, choir master, and janitor. It takes a man of grit 
and grace to carry that job through winter and summer. His 
leadership will be put to the test in finding other workers, and 
enlisting them as his co-laborers. Some of his best work will 
be in visiting around as he can^ discovering what folks can do, 
and putting their talent at work somewhere, some time, even 
if they should do the work at first blunderingly. 

I. Ideals for its work. Three things, in addition to those 
receiving exclusive emphasis in the past, the country school 
must stand for, if it is to do its proper work, and be a force 
in the community: 

(i) It must make proper provision for the social life of 
the community. This it may do through, (a) school and class 
socials at private homes ; (h) interesting entertainments at the 
school or at homes ; (c) the school picnic, lawn or orchard par- 
ties ; (d) a singing class or society to provide cantatas or other 
music; (e) for the boys and young men, a gymnasium, with 
simple apparatus, in barn or creamery; the provision of a 
tennis or base ball field ; the de\'Otion of the school room sev- 
eral evenings a week to games and reading and debates. 

(2) Some effort to supply the educational need. Litera- 
ture may be furnished to the homes in the form of magazines, 
boys' and girls' papers, and libraries. A number of State and 
city public libraries are now sending out loan libraries, requir- 
ing only payment of freight or expressage. Good pictures and 
mottoes that stand for something may decorate the school 
room. 

(3) To assist in community and world need. The local 
cemetery may need improvement ; good roads are required for 
travel to Sunday-school ; the city hospital needs flowers and 
fruit. The school house surroundings may be improved by 
trees, vines, and flowers, and a fence inclosure. Through use 
of material available for interesting missionary programs and 



248 THE SUPERINTENDENT AND HIS WORK 

a missionary library, the school can feel that it has a definite 
part in a world-wide work. 

2. Organization and equipment. The oblong school house 
building, as suggested elsewhere in this book, can be adapted 
to graded work through screen and curtain divisions. 

The simplest grading would require the division into Ele- 
mentary (three to twelve). Advanced (thirteen to twenty). 
Adult (twenty and over), and whenever there is sufficient 
teaching material there should be strong effort, 
Grading ^^^^ ^^ ^^^^ class is small, to form a class or 

classes of Beginners (three to five). Primary 
(six to eight). Junior (nine to twelve), Intermediate (thirteen 
to sixteen), Senior (seventeen to twenty), and Adult (twenty 
and over). To these divisions or classes definite places should 
be assigned and adhered to, and promotions made from one 
department, class, or division to another with appropriate ex- 
ercises. The Intermediate boys and girls should be separated, 
where possible. 

A Cradle Roll, Home Department, and a Training Class 
are all possible in the country school. The first two will be 
made possible with a person willing to make the necessary 
visitation of the homes. The Teacher Training Class can be 
formed out of the young people of Senior age, who may take 
an approved course of the Board of Sunday Schools during 
the school session. The Superintendent or day school teacher 
may take this class, and much should be made of the work of 
these scholars, through a public graduation service on Sunday 
evening, with papers read by scholars on Bible characters or 
kindred themes, and presentation of the certificate or diploma. 
Or a meeting of such a class at a home during a week evening 
for one hour a week during eight or nine months will be found 
a good plan. 

An organized Adult Bible Class will accomplish wonders, 
even in a small community. The men of the community may 
be invited for a social evening, the Adult Class literature be 
distributed, and a talk given and a president elected at once. 



SOME SPECIAL CASES 249 

Such a class can find occupation in providing gymnasium 
place and outfit for the young men, also a place for evening 
games and reading, improvement of school house grounds, 

and adequate shed for winter use. The promo- 
Class Or- . . ^ 1 . , • 
ganization ^^^^ ^^ temperance work m the community can 
be committed to the class. 

A Mothers* Class can be made successful in the country 
school through a monthly social gathering, and as a factor in 
planning for the girls, and in community visitation work. 

A Teachers' Meeting may be conducted in connection with 
the weekly prayer meeting, or the gathering may be held once 
a month at a home. 

A Teachers' Library consisting of a few good books will 
broaden the teacher's outlook. The State library will ordina- 
rily loan such books upon application, but it would be better to 
purchase them for a permanent library. 

A committee on decoration of building and special days, 
consisting of both young people and teachers, can accomplish 
much in placing pictures and mottoes on the bare walls, pro- 
viding flowers for desk, and assisting in programs and spe- 
cial days. The district school teacher may be helpful on this 
committee. 

A committee of the men on transportation and comfort of 
the building, such as ventilation, fire, cleaning of room, will 
be serviceable. 

The equipment for good work should include 
Equipment primary chairs or foot rests, some form of black- 
board, song books with music, lesson quarterlies 
for each grade, Bibles, lesson chart pictures, carpeted aisle, 
locker for material, class record books, honor roll. 

A library with magazines and papers for boys and girls 
should be started. Books on American history, hero stories, 
books of discovery, missionary tales should ha\'^ a place. If 
the magazines and papers are kept in circulation h should not 
be difficult to collect money for them, if the cause is plainly 
presented. 



250 THE SUPERINTENDENT AND HIS WORK 

3. The Sunday session. Late coming is the bane of 
many a country school. That habit can be cured by the 
Superintendent's being on time and beginning on time. A 

combination of Church and Sunday-school service 
Service ^^^ ^^ arranged by holding the Church service 

at ten o'clock and the Sunday-school at 11. 15. 
It has been found practicable for the women to bring lunches 
to the Church and hold the Sunday-school after the luncheon 
and a little social time. This provides in part for the Sunday 
afternoon problem in the country, gives a little longer time 
for the Sunday-school, and after the Sunday-school session 
the young people can get together for a good sing. 

The blackboard in the ordinary schoolhouse gives an 
opportunity for lesson design, naming of honor classes, school 
motto, a text, a new hymn, initials of books of the Bible. 
Endeavor to secure variety in the exercises. Aim for one 
new thing at each session, a recitation, a class song, a story 
to be read, classes in turn to be responsible for such a feature, 
or a committee to be appointed for this purpose. The reci- 
tation of supplemental or Bible drill work by classes will 
be found of interest. 

There are cases where the Superintendent is the only 
teacher with widely varying ages to teach. The question 
method could be used, giving each their part according to 
age, employing chart and map to illustrate, or the lesson 
work may be assigned in detail each Sunday for the follow- 
ing week. Or the school could be made into say three 
divisions, and while one division was taught the others could 
be kept busy with memorizing the supplemental work or 
with graded manual work, the youngest employed in putting 
together a cut-up Bible picture that would illustrate the lesson. 

4. The winter Sunday-school. The country Sunday- 
school has its winter problem, as the city Sunday-school has 
its summer problem, with the difference that in the winter 
the country membership has not decamped. The country's 
problem is the chills ; the city's, the fever. One critic 



SOME SPECIAL CASES 251 

termed the winter-closing school the "Woodchuck** school 
because it went out of sight to turn up lean in the spring. 
It is admitted that despite all the difficulties, the winter 
closing is in good part following an old habit that would 
be changed often if the younger people had the vote. Cer- 
Need and ^^^^ ^^ ^^ ^^^^ ^^^ ^^^ school does not close, 
Value of the reading material is needed for the long winter 
Winter evenings, and young people get out to country 

School socials involving much more exposure than is re- 

quired to attend the Sunday-school. And it has been found 
again and again that the winter sessions were the best time 
to seek the Lord. In one such winter school of twenty-five, 
with the smallest attendance sixteen, there were ten of the 
young people ready for Church membership in the spring 

In considering the winter question it is a good plan, 
after one of the fall sessions, to have a luncheon and then 
take up the problems for the winter, as to a school Thanks- 
giving dinner, Christmas, socials for the winter evenings, 
comfort of school room, the week evenings for the bigger 
boys, home study by those who for good reason can not 
attend, roads and transportation. It is not usually difficult 
to agree to keep open until Christmas, and the further jog 
to Easter will not then seem so hard. 

In order to insure regular lesson work in the winter on 
the part of the scholars who can not get out, teachers should 
mail the home study slip or several written questions, re- 
ceiving the reply by mail. 

5. Methods to interest. Plan three or four school socials 
for the fall and winter. Divide the school into three or 
four alphabetical divisions, making each division 
Plans for responsible for supper and program for each 

and Rallies social. The alphabetical plan may be carried out 
interestingly in the items for supper and games. 
Or the classes in turn can be responsible for the program. 
The reading in turn of a chapter of an interesting book, 
singing of new hymns, practicing a cantata, a debate between 



252 THE SUPERINTENDENT AND HIS WORK 

the big boys and girls, microscope, stereoscope, may be fea- 
tures of such socials. 

The country is pre-eminently the place for an autumn or 
spring rally, and for Thanksgiving, Christmas, Easter, and 
Children's Day exercises. The decorations are all at hand 
in goldenrod, wild aster, autimm leaves and branches, vege- 
tables, Christmas tree and greens, the early spring flowers, 
daisies, and summer flowers. At the autumn rally remember 
in prayer and by word the young people who are leaving for 
high school or college or for business. 

A Christmas rally at some home may have a supper, 
decorated place cards, tree, recitations, songs, stories by older 
people of the Christmas trees of long ago, and gifts from 
the tree. 

The Easter may be the important spring rally. Interest 
the children in gathering material. Send conveyances for all 
who can not walk. Give every child possible a chance at 
the program, to bring out all the relatives and neighbors. 
Get a singer or speaker from the nearest town, sending trans- 
portation for them; have a little souvenir for each; get a 
few musicians, if possible; reorganize or grade classes; try 
for new members for the Cradle Roll and Home Depart- 
ment, give these departments a chance to report; aim to get 
every member of the family attached to some department of 
the school. 

The summer picnic can take various forms. A picnic 
dinner at the home of the Superintendent may serve an ex- 
cellent purpose. Mothers can bring their sewing; children 
will play games, and a teachers' conference may discuss such 
plans as a complete visitation, how to secure the new family, 
how to regain the winter's losses. 

Have a school motto, colors, and standard. Place the 
standard where it can be seen, and work for it. 

Suggest plans for the family study of the lesson, such 
as the first reading of it on the Sunday prior to the lesson, 
the use of the Daily Home Reading selection, daily family 



SOME SPECIAL CASES 253 

prayer in the home, and the use of a form of home study 
sHp to stimulate home study. 

Hold Sunday-school out of doors occasionally in the 
summer, if there is shade near by. A basket lunch may be 
brought, and all have a good sing. The young people can 
tell the stories of some of the hymns to lend interest. 

Advertise the school in the postoffice and by Sunday- 
school signboards nailed up at half-mile intervals along the 
highway, and by sending notices of each month's special day 
to the local paper. Programs for a monthly missionary spe- 
cial day, such as are outlined under "Missions in the Sunday- 
school," will make an interesting topic to advertise. The 
boys will be glad to serve as a Committee on Advertisement, 
in delivering invitations at farm homes. 

The school library can be introduced through placing some 
of the young people in charge of a magazine table. Get 
a few to subscribe as a starter, keep the magazines in cir- 
culation, and interest in the plan will grow. The Home 
Department members will appreciate such a school tie. 

The monthly school entertainment will help toward library 
funds. Stereopticon pictures, declamation contests, a cantata, 
will serve as some methods of entertainment and of income. 

A school omnibus or carry-all will be a good advertise- 
ment, and the men will doubtless be willing to take turns in 
bringing to school the distant members. 

Introduce a new marking system to awaken interest. 
Banner and star classes and rolls of honor have done wonders 
in building up attendance. 

Get a new teacher ready, then scour the community for 
members for a class. The plan of asking the young men or 
adults to be one of a limited number if others are secured 
has worked well. 

Organize a Loyal Temperance Legion or one of the or- 
ganizations mentioned under ''Recreations." 

The Superintendent should use the rural telephone with 
teachers, committees, newcomers, and scholars. 

6 



254 THE SUPERINTENDENT AND HIS WORK 

The growing boys and young men should feel that the 
Superintendent is a friend through his interest in their 
baseball and athletic work, house and sleigh parties, and 
literary improvement. 

Encourage the scholars to have a "God's acre," the profit 
on which is to be used in Sunday-school improvement. 

Invite the hired help to join the Organized Adult Classes. 

Use the city Sunday-school talent that may come to hotels 
or boarding houses within reach. 

The old Sunday-school Scripture concert on Sunday even- 
ings can be made effective through use of Bible drills, solo 
work, and recitation, and the presentation of some plans 
for community betterment. 

The Sunday baseball evil must be met by harnessing 
the young men to the school as suggested above, by organi- 
zation of a school baseball team, provision for a field, 
and general encouragement of the young men on athletic 
lines. 

Where a schoolhouse is not available, an earnest worker 
can utilize a home for a school and the several rooms will 
be helpful in Department divisions. Or, if the community 
is widely scattered, several school groups can be formed at 
the most convenient homes and so timed as to service that 
the Superintendent can get to each group for the exercises. 
"Where there's a will there's a way" is a platitude that 
has fresh illustrations constantly amid all the discourage- 
ments of the work of the country Sunday-school. 

II. The Village Sunday-school 

The problem of the village and small town, whose con- 
ditions change but little from year to year, is that of inertia, 
self-satisfaction, and lack of social life. Push of improve- 
ments and the greed of commercialism are bringing to many 
a village and town dangers to its moral and religious life 
through bad literature, doubtful amusements, and a disre- 
gard of the Sabbath, which must be met by the Sunday-school 



SOME SPECIAL CASES 255 

with improved organization, increased interest, and by a full 
regard for the social life of its young people. 

A complete census of the community should be made by 
the school or in conjunction with other schools, and a joint 
invitation given to Sunday-school membership. 

The adult class can here be made an important factor. 

The organized class, in co-operation with the Superintendent 

and pastor, should provide a gymnasium and reading and 

game room, baseball field, tennis and croquet 

TA^ork&blc 

Plans courts for the young people of the school, and 

build the young men of the community into the 
school through these things. A Sunday-school Athletic Asso- 
ciation may be formed. On Saturday evening, entertainment 
and refreshments may be provided to keep these young people 
from the dances and village corners. A library should be 
started, and magazines and papers for young men sub- 
scribed for. 

A chorus and an orchestra of the young people can be 
made a helpful factor in the school and Church service. The 
school should advertise itself regularly in the town paper 
through interesting school items, by invitations sent verbally 
to the community, through the rural mail carriers, and by 
the stage driver. Among opportunities of service open to 
the classes of the school would be to furnish reading matter 
to the shut-ins in the country round about, and to the waiting- 
room of the railroad station, and plans to provide summer 
homes for the sick or poor boys and girls of the city. A 
series of entertainments at the school or town hall should 
be planned to interest the school and attract the communiy. 

III. The Summer Problem of the City Sunday- 
school 

The fact that fully fifty per cent of the enrollment of 
the average city Sunday-school remains in the city through- 
out the summer, and that the devil is at that time holding 
his revival services, is sufficient reason for the Su'nday-school 

6 



256 THE SUPERINTENDENT AND HIS WORK 

to remain open. If the attendance were but ten per cent of 
the enrollment the school should still remain open. The 
experience of many schools which have aroused themselves to 
meet the summer problem has demonstrated the fact that 
success just here is a matter of planning and grit. 

1. How to meet it. Make no mention in the school of 
expectation of a drop-off because of the summer. Ascertain 
early, on cards, the names and addresses of all teachers and 
scholars who intend to be out of town and the time of their 
expected absence. Send to such scholars before they leave 
a letter enclosing a vacation card to be marked at the school 
which they may attend, an envelope for their vacation school 
offering, and an outline of suggested Bible reading for the 
summer. Those scholars who plan to be in the city should 
receive a card attractively setting forth the summer plans. 
Appoint the following committees, or assign their duties 
to one or two committees : (a) Comfort and Decoration 
Committee, to plan for ice water, iced lemonade occasionally 
or regularly, fans, ventilation and shading of rooms, pictures 
for walls, flag and other decoration, (b) Fower Committee, 
to arrange for plants, palms, and flowers. The latter may 
be brought by classes or furnished by the school and a flower 
given to each attending scholar or sent to the sick, (c) 
Absentee Committee, to visit absentees, who according to their 
card statement of intention are in town, (d) Literature Com- 
mittee, to keep in circulation some fresh books and magazines 
and papers of special interest to young people, (e) Reception 
Committee, to greet scholars and strangers, (f) Program 
and Advertising Committee, to assist the Superintendent in 
providing interesting program features and advertising these 
in the local paper, special school paper, bulletin, and in card 
form. The pastor should give good heart to the summer 
work by arousing congregational support of it, by teaching 
in some of the sessions, and by visitation of absentees. 

2. The summer session. Schools which have attained 
the largest summer success have brought the session within 



SOME SPECIAL CASES 257 

an hour and a quarter, and usually within an hour. The 
lesson has been sacredly given from twenty minutes to half 
an hour. The other program items are varied and the sur- 
prise element introduced through at least one new feature 
each Sunday. Much should be made of the music, and the 
orchestra impressed into service wherever possible. The 
lessons of the summer should be arranged and the program 
features be based on the lesson subjects. Sometimes places 
are outstanding and a map journey may be arranged in story 
form for each week ; or a "hero" summer may be planned 
about the principal lesson characters, or events may be pic- 
tured. 

3. Recognition of summer attendance. Among sug- 
gested forms may be named : Monthly stereopticon or moving 
pictures on a week evening. Weekly class outings. A 
monthly or midsummer excursion, possibly a combination 
with other schools, scholars being given free ice-cream, 
lemonade, or melons. The class with best summer record 
to be given an auto ride and a special place of honor on 
Rally Day. Swimming tickets for the boys for the Y. M. 
C. A. or elsewhere. Badge to be won on Rally Day by all 
absent not over two Sundays of the summer. 

4. Methods for promoting interest. Absent scholars to 
send a weekly souvenir postal to teacher, these postals to 
be mounted in a class group and exhibited at a school post 
card social in the fall, absentees to tell experiences. Summer 
attendance contests between schools are frequently promotive 
of good results. Out-of-door or tent sessions have every- 
thing in their favor. Special handwork for the summer has 
a value within limits. During the summer new wall pictures 
and mottoes should be added or the old ones shifted, and class 
and department rooms brightened in preparation for the fall. 
A boys' camp or summer home, conducted by the school 
or by classes, will be a good investment in gripping young 
people and their homes. The Church and school should 
provide grounds for baseball, tennis, crouquet, and out-of- 

17 « 



258 THE SUPERINTENDENT AND HIS WORK 

door athletics for the young people. To properly stimulate 
best summer results will cost, but the increased offerings 
will ordinarily cover this cost, and if not the investment has 
been among the best in the school's career. 

Lesson Outline: 

1. The Country Sunday-school. 

1. Ideals for the work. 

2. Organization and equipment. 

3. The Sunday session. 

4. The winter Sunday-school. 

5. Methods to interest. 

II. The Village Sunday-school. 

HI. The Summer Problem of the City Sunday-school. 

1. How to meet it. 

2. The summer session. 

3. Recognition of summer attendance. 

4. Methods for promoting interest. 

Bibliography: 

Paris, "The Sunday-school in the Country." 
Fox, "The Village and Country Sunday-school." 
Pierson, "The Primary Teacher in the Country Sunday- 
school." 

Topic for Special Study: 

I. The utilization of community improvements as build- 
ers of moral and religious life. 

Topics for Class Discussion: 

1. What are the three objectives of the country Sunday- 

school ? 

2. What is the essential organization of a country 

school? 

3. How can the sessions be made attractive? 



SOME SPECIAL CASES 259 

4. Can a winter Sunday-school be sustained, and how? 

5. Name a few methods of interest for the country 

Sunday-school. 

6. How can the village Sunday-school assist the young 

men of the community and build up .its mem- 
bership? 

7. What preparation should be made for the city 

summer problem? 

8. What methods will sustain the summer interest? 



CHAPTER XX 
THE SCHOOL'S UPBUILDING 

The schoors upbuilding, its permanent upbuilding in 
numbers and strength, is not the result of a single' effort, 
no matter how strenuous. It is the result of the focusing 
of a score of influences, having their mainspring 
Process Usually in the Superintendent, which have to do 

with the school's educational work, its atmosphere, 
its week-day life, and which reach out through the Superin- 
tendent, pastor, teacher, scholar, home, and the printed page 
to every part of the community. 

One of the best business men of the country told the 
writer that he would prefer a ten per cent advance in his 
business yearly to a large increase, because of the greater 
certainty of the proper care of the growth, and his large 
body of salesmen, one of the best organized in the world, 
have that increase as their annual objective. How do men 
organize to secure new business? (a) By having goods that 
people want, or else creating a desire for them, (b) By news- 
paper advertising, (c) By circularizing, (d) By pleasing the 
customer, (e) By having courteous ushers to direct people 
about. (/) By having polite clerks who know their business, 
know goods and prices, and location of articles, (g) By 
having departments for the several lines of goods. (h) 
By special sales, (i) By making it easy for folks to come 
in and hard for them to go out without a purchase. It is 
not difficult to draw a parallel between these methods and 
Sunday-school upbuilding. 

In this chapter we shall consider those traceable factors 
and methods which directly assist in school building. 

260 ^ 



THE SCHOOL'S UPBUILDING 261 

I. The Pastor's Part 

No school can be built up strongly where there is not 
cordiaL co-operation between the pastor and Superintendent. 
If there happen to be differences between the two they should 
be kept out of sight for the sake of the work. A wise pastor 
will be in the Sunday-school because it will yield the largest 
returns on the investment of his time and will help him to 
get close to his young people. 

A pastor with educational ideals, with any real sense of 
his responsibility, will not trust the molding of his flock to 
untrained hands without some effort to assist in the selection 
and training of teachers. How can the pastor help upbuild 
the school? 

1. On Sunday, (a) By his presence in some part of the 
session, officially but not officiously, to speak a word of 
cheer and help to officers, teachers, and scholars as he can 

without hindering the work, and to pray, to re- 

Pr&cticsil 

pj^jjg view and to assist as needed, (b) By teaching, 

if possible, a class of adults. Many pastors are 
doing this and find the work a joy and help, (c) By closing 
the Church service on time where the Sunday-school session 
follows, (d) Through noting and suggesting coming workers 
as he discovers them, especially those between sixteen and 
thirty years of age. (e) By preaching a rousing sermon, and 
then pledging those present to membership in the Home De- 
partment, adult class, to teaching work, to a Teacher Train- 
ing class, or as helpers, and keeping at it until the goal is 
reached, (f) By seeing that the officers and teachers are 
installed in an appropriate service. 

2. Through the week, (a) He should recognize his 
scholars by name as he meets them, (b) On his calls he may 
take blanks of Sunday-school enrollment on which will be in- 
dicated Cradle Roll, Adult Class, Teacher, Helper, Home De- 
partment, and see that every member of the home receives a 
check against one of these indications, and after a record 
has been made that the cards are turned over to the Superin- 



262 THE SUPERINTENDENT AND HIS WORK 

tendent. (c) He will ieel the responsibility for training his 
teachers. He will know who of his teachers have not had the 
advantage of a Teacher Training Course, and will see that 
every teacher receives the literature of the Board of Sunday 
Schools on this subject, and that they are enrolled as students 
in some one of the official denominational courses, (d) He 
will co-operate with the Superintendent in inaugurating and 
carrying out a plan of neighborhood visitation, (e) He will 
make opportunity for a half hour weekly conference with his 
Superintendent on school plans. 

II. The Superintendent's Week-day Work 

We have considered the Superintendent's duties. How 
can he, at his desk, in his home, in the homes of his scholars 
build up the school? The Superintendent is the "Man in 
the office." The Sunday-school is a business. He must plan 
the work. His week-day work is the key of his real success. 
Busy business men who are Superintendents know this, and 
sacredly reserve certain week hours for the Sunday-school. 
They know their schools can not succeed any more than their 
business without adequate planning, conference, and review 
of results. 

I. His desk outfit, (a) A street card index of scholars* 
homes for visitation and other use. (b) An alphabetical in- 
dex of school, (c) A file cabinet with drawer, boxes, scrap 
book or large envelopes for clippings, programs, and refer- 
ences bearing upon all departments of Sunday- 
Necessary 1 1 1 A • r • 
Supplies school work. A pair of scissors, some paste, 

copies of such papers as The Sunday School 
Journal, The Sunday School Executive, and The Sunday 
School Times will enable him to begin the work which will 
grow in value with the years. Material will be added from 
conventions, conferences, and addresses, talks with other Su- 
perintendents, visitation of other schools, ideas and chapter 
references from books on the Sunday-school. Some subject 
divisions from the writer's cabinet will suggest such file pos- 



THE SCHOOL'S UPBUILDING 263 

sibilities : "The Cradle Roll" (and all other of the regular 
school departments), "Missionary," "Temperance," "Decision 
Day" (and all other special days), "The Pastor and the Sun- 
day School," "The Teacher," "Teachers' Meetings," "Training 
Class," "Secretary" (and other officers), "Promotions," "Mu- 
sic," "Program," "Sunday School," "Organizations," "Manual 
Work," "Supplemental Work," "Board of Sunday Schools," 
"International Sunday School Association," "World's Sunday 
School Association." (d) Superintendent's yearly record 
book, showing school attendance, offerings, copy quarterly 
conference report, names and addresses of teachers and sub- 
stitutes, names of scholars joining Church, new plans intro- 
duced, and any other items worth noting from a Superintend- 
ent's standpoint, (e) A loose leaf note-book for suggestions, 
important addresses, things to do, special days' plans, ideas 
worth noting, good hymns, people to see, sick to call on, teach- 
ers, speakers, and singers in view. Three pages in that book 
should be busy ones : Ideas and plans as raw material ; those 
in process of manufacture for discussion by cabinet or Teach- 
ers' Board ; those as finished product, ready for use. 

2. With his pen. A Monday morning letter to an absent 
teacher, telling how much Superintendent and class missed 
him ; or to a discouraged teacher noting some good point in 

his work, and suggesting a helpful plan. Letters 
Letter , 

Writing ^^ prospective teachers suggestmg temporary or 

permanent service; to scholar or teacher in some 
sorrow-touched home; to a scholar regarding decision for 
Christ, or a life service, inclosing leaflet and making appoint- 
ment ; to a teacher with an earnest birthday message ; to a 
non-attendant inviting to membership; to scholars suggesting 
call on sick teacher, or vice versa. He will devise choice 
greetings and messages for Easter, Rally Day, Thanksgiving, 
and New Year for teachers, parents, and scholars. 

He will have list of new scholars, referring the new family 
to pastor or to the district visitor for call or report. A general 
stir-up letter may be written to teachers in a campaign for 



264 THE SUPERINTENDENT AND HIS WORK 

enrollment, for a decision day ingathering, for visitation of 
homes, for the workers' meeting, or for other object A 
department superintendent may need some written encourage- 
ment or suggestion, or the enclosure of some clipping of 
value for the department work. 

3. In his home. He should let it be known at what hours 

he will be at disposal of teacher or scholar, and encourage 

calls on any matter of personal or class help. In this relation 

as friend he will enter and help many a life. He 
The Service ,,,.r ,r .^ 

of Friendship should m fact seek for pomts of entrance. A 

young man who is starting down the swift road 
may be invited for a close talk and prayer. Another may be 
invited for a helpful talk looking to work as teacher, mission- 
ary, minister, or in some profession. While there may be an 
Employment Department Superintendent, many young people 
will seek the Superintendent's counsel and help in their voca- 
tion. Such opportunities are to be coveted. 

Conferences will be scheduled at his home with department 
heads and committees. If a successful Superintendent, he will 
utilize and inspire others to the limit. 

4. On the field. His should be a familiar face in the 
community. He will be found in the home of the sick scholar 
or teacher, the prospective teacher, the teacher that needs 
The Super- Strengthening, the home burdened with a fresh 
intendent's sorrow or entered by want. If his time permits. 
Visiting ^^^ ^^ hour or two a day will accomplish won- 
ders, nothing more profitable can be suggested than his visit, 
in regular order, to all the homes of the school. The street 
family index cards could be used in this. Names for Cradle 
Roll and Home Department, for new teachers, members of 
adult classes, and of young people not now attending Sunday- 
school, of new families near by unattached, will be gathered, 
and in a follow up plan with the co-operation of his associates 
will be added to school and Church membership. Prayer and 
conference with the mother and father, if the call is an even- 
ing one, will attach them to the school, discover home facts 



THE SCHOOL'S UPBUILDING 265 

to be communicated to the teacher, and may be the means of 
winning to Christ, or of inaugurating family prayer in the 
home. 

This plan is not a theory. The writer utilized the hours 
after business in just this way, making about fifty calls a 
week and with precisely these results, and it gave a leverage 
in the work of great value. The personal joy in the work is 
not the least of its compensations. 

III. Advertising the School 

The following plans may be suggested as methods of 
school advertising: (a) Use the columns of the local news- 
paper in a weekly brightly-written contribution with catching 
paragraph captions, covering items of general social and local 
interest, quotations from prominent men regarding the Bible 
and the Sunday-school to dignify the cause, explanation of 

the school departments and items of interest in 
Plans their conduct, announcement of coming events 

in the school life such as special days, organized 
class items, notable speakers, orchestral attractions, solo or 
special features of the Sunday program. Most newspapers 
will welcome such material, the school membership will read 
it, and the community will become aware that the school is a 
live factor, (b) By a paid attractive weekly newspaper ad- 
vertisement, (c) Through the Church calendar with a space 
regularly occupied by school notes, (d) By means of a school 
paper, issued monthly or quarterly, giving items of class, de- 
partment, and school interest, names of new scholars, honor 
pupils, interesting selections, messages from the Superintend- 
ent, and campaign plans. The cost can usually be covered 
through advertisements, but these should be sought on a busi- 
ness basis, (e) Through cards, folders, or posters, utilizing 
display type and colored ink in emphasizing the general and 
special features of the work, and advertising coming events ; 
these to be addressed where possible and distributed to the 
community through the messenger corps or by selected help- 



266 THE SUPERINTENDENT AND HIS WORK 

ers, and placed in hotels and boarding houses, (f) By use 
of a year book illustrated with class groups showing offi- 
cers, organizations, regular and special events, and motto. 
(g) By such special methods as a Sunday-school blotting pad, 
or a foot rule, or a Simday-school calendar with its school and 
its services and attractions brightly set out, these to be dis- 
tributed in the homes of the school and in the community. 
(h) By attractive large bulletin board posters on the exterior 
of the building with some special weekly feature to attract con- 
tinual notice. 

IV. Co-operation of the Home 

1. Methods of reaching the home, (a) A letter to the 
parents when the scholar joins, pleasantly noting the admis- 
sion and asking for attendance and co-operation, (b) Visit 
shortly after by Superintendent or teacher, district visitor, 
pastor, or nearby Church members. To secure this result in 
the writer's school a fourfold carbon copy of the new scholar's 
record is taken, copies going to the Superintendent, pastor, 
teacher, and secretary, the Superintendent sending notice to 
district visitor and neighbor. (c) Special invitation to 
school's excursion and special days, (d) Heartfelt home mes- 
sages at Easter, Thanksgiving, and Christmas, (e) Observ- 
ance of "Parents' " or "Mothers' " Day. (f) School and de- 
partment parents' socials, at which the Superintendent will 
have opportunity to make a tactful plea for co-operation, (g) 
Invitation to the graduation or promotion exercises, (h) 
Quarterly report of scholar's work. 

2. Mothers' or Parents' clubs. These clubs, first pro- 
moted as adjuncts to public school work, are finding a large 
place in connection with the Sunday-school organization. 

In the smaller Sunday-schools one mothers' club for all 
the departments may be advisable. Many mothers are repre- 
sented by children in all the departments, and for these natu- 
rally a club which should deal with all stages of growth, with 
the puzzling problems of adolescence as well as of the years of 



THE SCHOOL'S UPBUILDING 267 

earliest impressions, would be preferable. In the larger 
schools, for convenience in organization, department mothers' 
clubs would be desirable. It is usual to plan monthly meet- 
ings. Necessarily, when small children are left at home, the 
meetings must be limited as to time. A topic should be 
selected for each meeting to be presented by some teacher, 
mother, or expert, and discussed. These topics may be 
planned for a year ahead and printed together with a text for 
the meeting, and setting out other features, with one or two 
gatherings to which the fathers are to be invited as well. 
Among such topics may be suggested, "Confidence Between 
Children and Parents," ^'Sunday Amiusements," "Children's 
Rights," "Home Courtesy," "Religious Training of Children," 
"Ought Mothers to Urge the Children to Join the Church?" 
"The Religion of a Child," "Bedtime Hour and Cradle Songs," 
"Books in the Home and How to Use Them." Musical fea- 
tures, a good reading, a game, and the simplest refreshments 
will complete the evening.^ 

V. Visitation 

I. House to house visitation. While the work can be 
undertaken by an individual school, its best results, as re- 
gards the effects upon the community and in promoting de- 
nom.inational fellowship, will come from a general canvass 
in which all Churches or schools unite. The 
Effort pls-n involves organization for the visitation of 

every home in the city or community within one 
day, the exchange of reports, and the reference to each de- 
nomination for follow-up work of the families which have 
suggested a denominational preference. 

The usual result of such visitation, when wisely and per- 
sistently followed up, is a large ingathering to Churches and 
schools, and often a community religious revival. It could 

1 Information concerning Mothers' clubs for the Sunday-School, as to or- 
ganization, topics, and books can be secured from Mrs. W. F. Heath, R. F. D. 
No. 2, Somerville, N. J., or Miss Mary Louise Butler, Organizing Secretary of 
the National Congress of Mothers' Clubs, 654 Washington Blvd., Chicago, 111. 



268 THE SUPERINTENDENT AND HIS WORK 

hardly fail to be so when such a card invitation is extended 
as this : 

"We come to-day with a cordial invitation to you from 
every Sunday-school and Church in this community. If you 
attend the services in the Church and Sunday-school of your 
Church regularly, all extend greetings; if you do not, all join 
in a most earnest request that you do so. We want to assure 
you a hearty welcome." This invitation signed, "In behalf of 
all Churches and Sunday-schools in the community." 

It may be necessary in some cases for one Sunday-school 
alone to conduct such visitation. Cards should be filled out 
showing those in each home not connected with the Sunday- 
school, and the department to which each would be naturally 
related. Membership wuU, of course, be pledged by the visitor 
where possible. The cards gathered will be assorted and as- 
signed for follow-up visitation by the pastor, visitors, or en- 
rollment committee, or by the superintendent of departments. 
Visitors for this work will be chosen with reference to tact 
and enthusiasm. 

2. District visitor. Reference has been made to the Dis- 
trict Visitor. This may be a teacher, or a member of the 
school not a teacher, who will visit and report on new Sunday- 
school families in her district. These may be reported to the 
visitor by the Superintendent when a scholar joins the school, 
the visitor reporting back on the card forms full facts as a 
basis of information for further visitation, or the family may 
be discovered by the visitor and reported on her own initia- 
tive. In either case cordial relations will be established by 
the visitor with th^ school, members gathered for the Cradle 
Roll and Home Department, or enlisted in other school de- 
partments, and invited to the Church. The District Visitor 
may also look up absentees within her district where the 
teacher can not visit. 

3. Teacher's visitation. Parents will always receive 
gratefully the visit of a Sunday-school teacher. Few in- 
stances can be recorded to the contrary. 



THE SCHOOUS UPBUILDING 269 

A good plan is to push a general visitation of all the homes 
of the school by the teachers within a fixed period, with report 
back to the Superintendent or committee of the date of the 
visit and any facts of special interest. This plan has been 
worked with large success. It helps out the absentee prob- 
lem, corrects addresses, strengthens the ties between teacher 
and home, brings in new members, and unites all for results. 

VI. The Scholar's Co-operation 

1. Contest plans. These may occur between schools on 
matters of enrollment, new scholars, and attendance ; between 
departments of the same school, between classes, or between 
sides or sexes in the school. Sometimes the contest plans 
apply to Church attendance or money raising. 

A popular form of such contest for new scholars is known 
as the Reds and Blues. This requires the choosing of captains, 
the wearing of colors or buttons by the respective sides, ap- 
pointment of a contest committee, limit of time 
The Red q£ contest, and a treat at the close furnished by 

Contest ^^^ school, the winners securing the choice end 

of the feast, and the losers plain refreshments. 
In many places these contests have substantially increased 
attendance and membership, and there has been the best of 
feeling. Great care should be exercised, however, that schol- 
ars are not taken from other schools. To da this comes dan- 
gerously near breaking the eighth commandment. There 
have been instances w^here other schools have been depleted 
by such contests and hard feeling engendered. 

It is usual in such plans to announce the results from 
week to week by blackboard or large poster. 

2. Other plans. In most of these plans there is a goal 
suggested and a reward within reach of all. (a) The Recruit 
plan organizes the school into an army, ^'Soldiers of the 
Cross," with a motto, "The World for Christ.'* Commissions 
are issued and ribbon badges and stripes worn according to 
the number of new scholars brought in. One new scholar 



270 THE SUPERINTENDENT AND HIS WORK 

constitutes a contestant a private; for two a corporal's com- 
mission is given; for three a sergeant's, and running up to a 
general's, requiring twelve or fifteen. A roll for the privates 

may be kept, and one for officers, the star op- 
Wmning posite Ih : officer's name indicating the rank, (b) 

Recruits Ribbon badges can be given, red ribbon for one 

new scholar, white for two, blue for three, with 
a banquet to all. (c) Cards may be distributed to school for 
names, addresses, and ages of other members of family and 
friends not in any school. These names to be assorted and 
followed up by committee or department heads and reported 
on. A careful letter of invitation and school folder with in- 
troduction card should be sent to all new names by the school 
Superintendent, (d) Make up lists of young men and young 
women not in the Sunday-school, arrange a number as a prob- 
able class, get a good teacher pledged to take them, and then 
see and persuade each one to become a member of that class. 
Mr. S. W. Neal, of Washington, Iowa, added one new class 
a week for a time on a similar plan, (e) The Central Chris- 
tian Sunday-school at San Antonio, Texas, has a "500 New 
Scholars Club," one hundred and fifty of the scholars pledg- 
ing for work. Names of the one hundred and fifty were 
plainly put on a large canvass board and gold stars added to 
their names for each new scholar, (f) ^'Resolved, That we 
double the school in sixty days" was printed on a circular 
card board one foot in diameter, and placed all about the 
school room by one school. The scholars wore small tags 
with same words, and sought to make good their resolution. 
(g) Department goals are helpful. Divide the school goal 
among the departments so that each department shall know 
its share and work for it. 

Lesson Outline: 

I. The Pastor's Part. 

1. On Sunday. 

2. Through the week. 



THE SCHOOL'S UPBUILDING. 271 

II. The Superintendent's Week-day Work. 
i. His desk outfit. 

2. With his pen. 

3. In his home. 

4. On the field. 

III. Advertising the School. 

IV. Co-operation of the Home. 

1. Methods of reaching the home. 

2. Mothers' and Parents' clubs. 
V. Visitation. 

1. House to house visitation. 

2. District Visitor. 

3. Teacher's visitation. 

VI. The Scholar's Co-operation. 

1. Contest plans. 

2, Other plans. 

Bibliography: 

Mead, "Modern Methods in Sunday School Work." 
Hurlbut, "Organizing and Building Up the Sunday 
School." 

Topics for Special Study: 

1. Results accomplished through house to house visi- 

tation. 

2. Permanent results of some actual contests. 

Topics for Class Discussion: 

1. Name several ways in which the pastor can aid in 

school upbuilding. 

2. How can the Superintendent help at home? 

3. How can he assist on the field? 

4. What methods can be used in school advertising? 

5. Name some plans for home reaching. 

6. Suggest effective ways of building up through visi- 

tation. 

7. How can the scholar be used as a school builder? 

6 



APPENDIX. 



CHAPTER V 
THE ADULT DEPARTMENT 

Joseph Clark's pamphlet, "Fifty-eight Varieties — One Bet- 
ter" (Young People's Missionary Movement, 156 Fifth Ave., 
New York), suggests fifty-eight lines of practical work for 
such classes. The hungry outreach for others is a great fea- 
ture of this movement. One large item is that members of 
the home brought into the school in large numbers are solv- 
ing in part the question of holding the "teeners." 

"The Adult Worker and His Work," Barclay (The Board 
of Sunday Schools, 14 W. Washington Street, Chicago, 55 
cents, postpaid) will be found to be a mine of information re- 
garding all phases of Organized Adult Bible Class work. 

CHAPTER VI 

Promotion exercises. There are many forms of promo- 
tion exercises pubHshed. Miss Marion Thomas has a series, 
information concerning which may be secured by addressing 
the author, 150 Fifth Ave., New York. Reference is made 
also to those printed in The Sunday School Hymnal of the 
Board of Sunday Schools. 

Promoting teacher with class. There is a wide differ- 
ence of opinion as to the promotion of teacher with class. 
It would seem as if there should be no hard and fast rule 
as to this, the question turning upon the teacher's capacity, 
choice of department, and occasionally upon the unusual re- 

275 6 



276 APPENDIX 

lations of teacher and class. The annual graduates of the 
school's training classes being young people, usually will start 
work in the lower grades. To make place for them, some 
teachers especially qualified would have to move up. 

Supplemental courses. The Nova Scotia Sunday School 
Association, Halifax, Nova Scotia; The Standard Publishing 
Co., Cincinnati; The Maryland Sunday School Association, 
Baltimore, have each an excellent series of Supplemental Les- 
sons, carrying them clear through the Intermediate and Sen- 
ior Departments. The Nova Scotia plan has been adopted by 
the Methodist Church of Canada and other denominations, 
and is used in many schools outside of Canada. The cate- 
chism is a part of that course, but the merit of the course 
rests in its careful preparation by Sunday-school experts, in 
its provision for a specific lesson for each Sunday, and an 
excellent arrangement for review work. The certificate and 
diploma plan used in the course is fine. 

The Supplemental Course, by Hurlbut, and Smithes Sup- 
plemental Outlines (Sunday School Times Co.) are to be 
commended for their sanity and thoroughness. The outlines 
of the International Sunday School Association, the Nova 
Scotia Sunday School Association, and others, are in con- 
venient form for use. 

The Review 

A St. Paul Sunday-school, House of Hope Chapel, issued 
an interesting quarterly review card which named the five 
characters to be especially studied about (Joshua, Gideon, 
Naomi, Ruth, and Samuel), and a few facts about each; 
also the four books from which the lessons were taken 
(Joshua, Judges, Ruth, and Samuel), suggesting to scholars 
the reading during the quarter of the whole of the books of 
Joshua and Ruth and several chapters in Judges and Samuel. 
It is scarcely possible that such a plan would fail of good 
results. Stereopticon views have been found helpful for the 
Home Department and for teachers arid scholars. 



APPENDIX 277 

The written review. In some Sunday School Associa- 
tions examination papers of different schools have been made 
the subject of exhibit and reward to the Sunday-school, class, 
and scholar making best exhibits, and with fine results. 

Oral review plans. Dr. Schauffler's plan of When? 
Where? Who? Why? What? and What Then? is appHcable 
to a quarterly review. 

Material. In "Suggestions for Superintendents" (F. M. 
Barton) a form of object teaching is indicated for each Sun- 
day's lesson. The blackboard suggestions in this booklet are 
excellent. 

CHAPTER IX 

Hymns and their authors. Hymn stories should be 
clipped from religious and other papers. Such hymns as 
"The Secret of His Presence," written by a Hindoo girl, 
or blind Matheson's beautiful poem, "O ! Love that will not 
let me go," will have a message to us and a transforming 
one often as we understand the circumstances of their writ- 
ing. A separate session with hymns and their authors 
may become one of real blessing. One superintendent gave 
added interest to the service by distributing souvenir post- 
cards with new hymns printed upon them. The stories of 
those hymns and of their composers were given marked at- 
tention by that school. 

CHAPTER X 

Enlisting teachers. The call to service sent to the 
church membership may suggest a number of ways in which 
they can co-operate, opposite one or more of which they 
can place their reply, such as "by regular attendance," "as 
a regular teacher," "as a substitute teacher," "as a home 
department visitor." Invite day-school teachers into con- 
ference on problems common to both day and Sunday-school. 



278 APPENDIX 

If it becomes necessary, suggest to a teacherless class 
that they call a specific teacher — this teacher, of course, must 
be acceptable to the Superintendent and Pastor, and that 
they go in a body to the person with the call. 

Substitute teachers. They should be informed of elec- 
tion and given general instructions. They are entitled to 
a postal stating the date and department of service and to 
an invitation to the teachers' preparation meeting. On the 
Sunday designated for service they should be in readiness 
at a given point. On Sundays when not required they can 
be attached to a substitute class, or they may hold member- 
ship in the Organized Bible Class. 

Teachers' installation. An excellent form of installation, 
including a worker's covenant, is used in the Marion Law- 
rance Sunday-school, Toledo. A printed form may also be 
found in 'The Sunday School Hymnal." 

Ways of inspiring the teacher's spiritual life. Encour- 
age by examples of great men who have been helped by 
the faithfulness of their Sunday-school teacher. 

Reprint for your teachers bright items that may stimulate. 

The sending of souvenir postals to teachers, if the Super- 
intendent is traveling, special greeting at Easter time and 
New Year's Day, have always a large appreciation. 



CHAPTER XI 

Additional topics for "The Problem" feature of the 
meeting. Our parents; how reached? How can a teacher 
secure attention? School order; plans for improving it. 
Helping the Secretary as to records ; how can the school 
announcements be made effective? How increase Bible 
bringing? Home study of the lesson; how secure it? How 
can the teachers and librarian co-operate? What supple- 
mental work should the school undertake? 



APPENDIX 279 

CHAPTER XII 

Introductory paragraph. We know that in multitudes of 
cases there is no true home life, and this constitutes a larger 
reason why the school should not fail through its personnel, 
atmosphere, and activities, in giving the scholar the right 
conception of life's meaning and purpose. No conception 
of our duty to the scholar can suffice that does not include 
a vital interest in his entire life, week day as well as Sunday. 

Additional teacher's plans. Sometimes good results 
come from the teacher preparing a series of questions on 
separate sHps, the question slip given to the scholar directly 
answering the question, the teacher giving a graded reward 
according to the number of slips held by the scholar at the 
end of a given period. 

Teacher or Superintendent may indicate by word or card 
the Bible books in which the lessons will be located for the 
quarter and urge the home reading of these special books, the 
scholars to give the outstanding persons and places of the 
books when called for. 

The absentee. A large reason for absence is a mis- 
assignment to class. The atmosphere or attitude of the 
class, the lack of warmth or magnetism in the teacher, are 
other important reasons for absence. Possibly the Super- 
intendent and the exercises are to blame. 

A helpful method is the call by the Visitation Committee 
or the "Scotcher's Band," as they call it in the South, 
composed sometimes of teachers and sometimes of scholars. 
Mr. Meigs calls it the "Go Out" Committee rather than the 
"Lookout." 

The pursuit of the long time absent scholars, where they 
have not removed from the neighborhood, will reveal some 
interesting things. They have dropped out at first, it may 
be, through the teacher's negligence, or for some reason that 
may have passed away. Often their re-entry and assignment 
to another class will be an easy thing to accomplish, espe- 



28o APPENDIX 

daily if the teacher or a scholar of the prospective class calls 
upon them. 

CHAPTER XIII 

Summer camps. Any Y. M. C A. can give information 
as to the outfit and plan, or write Vincent E. Dailey, Amster- 
dam, N. Y., who has had many years of successful experi- 
ence with Sunday-school Boys' Camps. Mr. Forbusji won 
out with a class of growing lads through a two weeks' 
camping experience. It is a great thing for both boy and 
teacher. 

Social evenings. Any good book of social plans will 
give additional suggestions as to plans. Invitations can go 
out on decorated leaves. A bulb may be the admission re- 
quirement, this bulb to be exchanged for another and an- 
other, and the bulb received on the tenth exchange to be 
taken home and planted. The decorations of room and 
tables may be in vines, branches, wreaths, and pussy willows. 
Cats may be drawn on program cards, using a pussy willow 
for a tail. Instead of bulbs, seed packages may be brought 
and exchanged, and the inquiry can be made at a later date, 
"How does your garden grow?" The program will be re- 
plete with spring songs and readings. 

Indoor athletics. Any general outfit should include 
games, boys' books, boys' papers, magazines such as "World's 
Work," "Scientific American," "Technical World Magazine," 
"Success," and some electrical and telegraph apparatus, post- 
als, lantern and slides. Where the faciHties permit, material 
for wood-carving, pulp-molding, and basket-weaving will be 
good. Debates will interest the boys. An occasional social 
evening with a program should be planned for. Groups may 
be formed into a Tramp Club, History Club, Puzzle Club, 
Chess or Checker Club, Museum Club, Natural History 
Club, Travel Club, or clubs for outdoor athletics. Boys may 
discuss or present papers on prominent inventors, generals, 



APPENDIX 281 

discoverers, philanthropists. The boys' International Sun- 
shine Club has three objectives: (i) The cultivation of man- 
liness, good cheer and kindly deeds ; (2) the payment of the 
weekly dues — a kind deed passed on; (3) a good time for 
oneself and others. A Boys' Bible Study Club may take up 
Bible heroes, geography — including names of mountains, 
rivers, seas, cities ; Bible flowers, animals, trees. The collec- 
tion of Bible coins and curiosities will be helpful. Bible flower 
seeds, and so forth, can be obtained at Sunday-school supply 
houses. 



CHAPTER XIV 

Assistant Secretaries. There may also be a place for a 
Birthday Secretary, an Enrollment and Merit Secretary, and 
a Distribution Secretary who shall have charge of the school 
supplies and their distribution. These may be assistants to 
the General Secretary. 

Library contents. The demand for Sunday-school li- 
braries of the old type has practically ceased, but the obli- 
gation of the Sunday-school still remains to either supply 
books of the best character to its young people or to guide 
their taste by suggestions and selections from the public 
librar>^ Such an interest will have large compensations, for 
books are powerful molders of life. 

Teachers' library. The circulation of the library may be 
facilitated by putting it in direct charge of one of the Assist- 
ant Superintendents, who will be a member of the Library 
Committee and who will have ready access to the depart- 
ment and teachers. 

The complete list of books should be duplicated and 
placed in the hands of each teacher. Where there are a 
number of teachers in each department, some of the books 
should be owned in duplicate. 



282 APPENDIX 



CHAPTER XV 

Missionary policy for the Sunday School. It would be 
well for the Superintendent who desires to make missions 
a live factor in the school to read the Leaflet No. i, also 
No. 2, and Booklet M of the International Sunday School 
Association. These, with the leaflets "The Sunday School 
and Missions," by Goucher, "The Smoke of a Thousand Vil- 
lages," by Clark, and the books "Missions in the Sunday 
School," by Martha B. Hixson, and "Missionary Methods in 
the Sunday School," by Trull, will constitute informing and 
inspiring literature on the missionary organization for the 
Superintendent to pass on to the missionary officers and com- 
mittee. 

After posting himself with this material, the Superintend- 
ent should present the missionary opportunity to his Teach- 
ers' Board and a definite missionary policy for the school 
should be undertaken. It may be well not to attempt to 
cover too much ground at the start, but to do thoroughly 
what is attempted. 

Missionay material. A missionary exhibit room is de- 
sirable for missionary material, museum, curios, missionary 
notebook and handbook, and pictures. 

The monthly missionary program. A short drill on in- 
teresting facts in connection with each country presented will 
be helpful. 

The review of a library book can be given by scholar 
or teacher, and the missionary facts introduced in connec- 
tion with it. A scholar dressed to represent a native will 
tell the story of her life. Such costumes can be very simply 
made, using kimonos, curtains, or cheese-cloth. Designs may 
be secured from the Tissot pictures (American Tissot Co., 
^^ East Twenty-third Street, N. Y.) Some of the book 
material, however, as at present arranged, does not lend 
itself easily to a class study plan. 



APPENDIX 283 

Special teaching material and plans. Missionary note- 
books are made up by scholars taking a special character or 
country, and illustrating with maps, Tissot and other pic- 
tures. If a country, the material may include maps, mis- 
sionary stations, population, religions, missionary heroes, and 
missionary work being done. A missionary hymn such as 
"From Greenland's Icy Mountains" may be decorated and 
illustrated. 

The missionary library. Those Superintendents who 
have not glanced over such a list of missionary books as is 
furnished by our Young People's Missionary Department can 
not realize the strides which have been made in recent years 
in furnishing fascinating and informing material for the 
missionary propaganda. The perusal of the list referred to 
should lead to the immediate introduction of some of these 
books and a steady addition to their number from the school 
funds or through special gift or effort. 

A library beginning may be made by purchase of ten 
books of the Juvenile Missionary Library, $5 (Y. P. M. M.), 
including such books as "Uganda's White Man of Work," 
"Servants of the King," "With Tommy Tompkins in Korea," 
"On the Indian Trail." The Campaign Missionary Library 
No. 2, twenty books for $10 (Y. P. M. M.), will probably 
be considered next, followed by a general selection, includ- 
ing the Y. P. M. M. Study text-books. 

"Everyland" and "Missionary Review of the World," as 
magazines, the denominational papers World-Wide Missions 
and The Christian Republic should be subscribed for from 
the school funds and kept in circulation among the classes. 

Suggested methods to interest, (a) A week evening 
with Juniors or Intermediates, with picturesque program. 
Scholars with flags of different nationalities will each tell a 
story of the country. A paper may be read on some mis- 
sionary hero. A missionary incident may be presented in 
action or in tableaux. 

(b) Distribute missionary papers on Missionary Sunday. 



284 APPENDIX 

(r) An evening stereopticon lecture on Alaska, Porto 
Rico, or Persia, introducing missionary items. A stereopti- 
con outfit costs about $75 and can be used to equal advantage. 

(d) Y. P. M. M. mottoes and quotations, framed, and 
changed frequently. 

(e) Provide missionary with a camera and films, asking 
him to send home the films, from which pictures may be 
made for the bulletin board, and lantern slides for the stere- 
opticon. 

(/) Have Primaries and Juniors dress dolls in foreign 
attire, or group missionary pictures on gray board. 

(g) Have a place on the Church calendar and the school 
paper for missionary items. 

(h) Place on the walls pictures of missionary subjects 
and photos of supported students, suitably framed. 

(i) Interest scholars in contributing lesson or other pic- 
ture cards, and magazines, to be boxed and sent to foreign 
mission stations, for use in attracting attendance to Mission 
Sunday-schools. 

(/) Suggest to classes the packing of barrels for hospitals, 
orphanages, and the frontier. 

(k) Encourage the sending of a missionary from the 
school ranks, such missionary to be supported by the school. 

(/) Send a delegate to a missionary summer institute to 
make report to the school. 

(m) Aim to have some point of interested attachment 
and correspondence in every missionary country. 

(n) Use missionary stereograph pictures, keeping a set 
in circulation among the classes. 

(0) Have a missionary debate or series of debates for 
your Seniors. 

(P) Organize your classes or departments into "Light 
Bearers," "Junior Missionary Bands," "King's Heralds," 
"Home Guards," "Dorcas" or "Queen Esther Circles." Ap- 
ply to the Home and Foreign Board offices for plans. 

(q) Publish and distribute in card or booklet form the 



APPENDIX 285 

sketches of missionaries, with some striking missionary facts. 
Pictures will add to attractiveness of these. 

(r) Interest the boys in making and collecting material 
for the missionary museum. 

(s) Have the Beginners' or Primary Department con- 
tribute Beginners' material, including teachers' books, to for- 
eign Sunday-schools; explanations in the language of the 
children will be printed by the missionaries on the reverse 
of the picture material. 

(u) Have the *'Dorcas" and other circles take up mission- 
ary topics, for presentation by members at their weekly or 
monthly meeting, such subjects as "Frontier Work," ^'Span- 
ish-American Work," ''Colored Schools," "Mormon Work," 
"The Top Knots," "Children of the Sunrise Kingdom." 

(w) Ask foreign missionaries to send picture postcards 
for sale or mounting. 

(v) Interest the older scholars in drawing, for school 
use, maps of mission countries, making missionary mottoes, 
charts, and pictures. 

(w) Use of blackboard for missionary items. 

CHAPTER XVI 

The Sunday-school as a temperance force. Instances 
of its power are to be cited in the case of the Methodist 
Sunday School, Brazil, Ind., W. E. Carpenter, Superintend- 
ent, which organized to vote out the saloons from Brazil 
and succeeded, and at Ashland, Ohio, where the Organized 
Adult Classes drove out the saloons. 

Temperance library. Temperance map puzzles ($1 per 
dozen) may be secured through the Presbyterian Board of 
Publication, American Baptist Publication Society, and Sun- 
day School Times Company. 

Program suggestions. The Gary Memorial Methodist 
Sunday-school, of Wheaton, 111., has several strong services. 
"The Methodist Sunday School Hymnal" has a fine service 



286 APPENDIX 

and hymns. The Sunday School Times Company publish 
such services, including one by Mrs. Zilla Foster Stevens, 
"The Boy in the Bible and Another Boy" (5 cents). 

Have a boy relate "What boys can do for Temperance" 
and a girl "What girls can do." A good elocutionist in the 
school will have fine play for talent in a good recitation or 
temperance story. 

Concentrate all the scholars for a month upon cutting 
out extracts from papers and magazines as to intemperance 
and its results, and see which can bring the longest list. 

World's Temperance Society. Programs may be secured 
from The Board of Sunday Schools, or The Temperance So- 
ciety of the Methodist Episcopal Church, 14 W. Washington 
Street, Chicago, 111. ; or The Illinois State Sunday School 
Association, 140 Dearborn Street, Chicago. 

Combating the cigarette evil. The campaign should be 
carried up to every Legislature until, as in Kansas, a law 
shall be placed upon the statutes of the State prohibiting 
the sale of cigarettes to minors. A splendid leader and 
authority on Temperance in the Sunday-school is Mrs. Zilla 
Foster Stevens, Peoria, 111., to whom application may be 
made for help in special problems. 

Additional books suggested: "The Gulick Hygiene Se- 
ries," "Good Health," price, 40 cents ; "The Body at Work," 
price, 50 cents ; "Growth of the Body and Mind," price, 50 
cents. Published by Ginn & Co., New York and Chicago. 

Temperance library. "Then Cometh the Devil," "The 
Tyrant in White" (an anti-cigarette story), "Narrow Gate," 
American Prohibition Yearbook (92 La Salle Street, Chicago ; 
25 cents). 

Other material. Temperance recitations may be obtained 
from The National Temperance Society, N. Y., but it is 
usually better to use up-to-date temperance facts than reci- 
tations. 

International pledge. The pledge adopted by the Inter- 
national Sunday School Association reads: "That I may give 



APPENDIX 287 

my best service to God and to my fellow-men, I promise 
God and pledge myself never to use intoxicating liquors 
as a drink and to do all I can to end the drink habit and 
the liquor traffic." 

CHAPTER XVII 

Easter Sunday 

Program. An interesting and educational program may 
be prepared on ''Childhood in other lands," illustrated by a 
group of children dressed in the costumes of these countries, 
or at least with the native head dress, and, if possible, carry- 
ing the flags of the countries they represent. The brief story 
of the child-life of the land represented, its games, child cus- 
toms and limitations, will be told by each, one or two songs 
rendered and a floral cross exhibited, or, as at the World's 
Convention at Washington, an electric cross displayed 
against a map of the world, while all sing 'Tn the Cross of 
Christ I glory.'' 

Decoration. A wire cross may be placed upon the plat- 
form and the school or department pass in procession, each 
of the scholars placing a white flower in the spaces and 
so covering the cross. An electric cross with white and 
green lights is very effective, or some electrically outlined 
Easter message such as "He is Risen." 

Several arches trimmed with vines and lilies may be used 
in a school processional. 

The stereopticon may be used to tell the story of the 
resurrection as shown in the paintings of the masters. Songs 
may be interspersed. 

What Easter means to the world may be shown by 
scholars dressed to represent different nations. They can 
tell the teachings of the religions of these nations as to the 
future, especially as related to women and childhood, and 
then a scholar may tell of the strong assurance and hope 
of Christianity. Or, young men dressed as priests of the 



288 APPENDIX 

great religions can indicate what each stands for as to im- 
mortality, and the hope of the gospel be presented by a 
representative. 

(The teachings of nature as to the resurrection should be 
brought out in object lessons) of the bulb and lily, the cater- 
pillar and butterfly. Songs and recitations of the early 
flowers, the snowdrop, crocus, violet, anemone, will have a 
place also, as well as recitations from the poets. 

Children's Day 

Flag. The Bible texts as to patriotism may be given by 
classes, and "America" sung. Brief talks may be in order 
on "The History and Meaning of the Flag," "What the 
American Flag Stands for Here and Elsewhere," "How to 
Make It Count for Most." 

If the attendance of veterans is secured, a large bunched 
flag can, by a string device, be dropped while all sing "The 
Star-Spangled Banner" with a new meaning in the presence 
of those who have volunteered and fought for the flag's de- 
fense. 

Recitations and songs by the children should be developed 
about the theme selected for the day. Flowers and the rela- 
tion of children in the plan of the Kingdom will be promi- 
nent in the treatment of the day in Scriptures, recitation, and 
song, and in most of the published programs for the day 
these things have a place. Among the songs for the day may 
be suggested "I Think When I Read That Sweet Story of 
Old," "FHng Out the Banner," "Savior, Like a Shepherd," 
"Summer Suns are Glowing," "Hark, My Soul," " T is Chil- 
dren's Day," "The Christian Flag" (C. C. Overton, Coney 
Island, Brooklyn, N. Y.). 

Rally Day 

An alternative plan is for each class to have its own 
rally day, the dates of such rallies being distributed through 
the year and the schedules printed, the class reporting on 



APPENDIX 289 

that day its attendance and items of class interest, and its 
leader and members invited to take part in the program 
through a class poem, a solo, or platform decoration. 

A Rally Day souvenir should be planned for and an- 
nounced. It may be very simple and can often be made by 
the willing hands of the teachers and scholars at a trifling 
expense. A star, on each point of which will be printed 
some objective of the school, with Rally Day date in the 
center, a celluloid book mark or one made of bright colored 
cardboard showing the date, and decorated with a Madonna 
or Hoffman's Head of Christ or other picture, a school but- 
ton with school motto on it; a badge in the form of a heart 
or shield or crest, with appropriate Scripture; a check tag 
which may be sent with invitation, with different color for 

each department and marked "Checked for 

Sunday-school Rally Day;" or a special recognition for each 
perfect class by the presentation of an interesting missionary 
book. 

A house-to-house visitation is most important. 

Invitations 

The military plan. This may take the form of a mili- 
tary order or "Call to the Colors" from the Superintendent 
as colonel of the Sunday-school regiment. The departments 
are designated as battalions, the classes as companies, the 
teachers as captains of the company commanders, the pastor 
as major-general, and all the officers of the school ha\-ing 
appropriate rank, such as quartermaster for treasurer, and 
adjutant for secretary. 

The boat invitation. This comes from the ship's com- 
mander as a command to the officers and crew, giving the 
saiHng date and hour, the ship's name (the Sunday-school), 
the flag she flies, the log of the cruise, the pilot (Christ), the 
chart (Bible), the compass (Conscience), the dangers of 
the voyage (Temptations), the life-saving stations (Church 
and Sunday-schools), and the port (Heaven). 



290 APPENDIX 

Other plans. A postcard invitation may have a return 
postal in the form of an invitation, to be signed by the 
scholar and sent by him to a friend, inviting the friend to 
the Rally Day service or to join the school. 

For the scholars and for the community the invitations 
should be enclosed in envelopes, the exterior printing on 
which will bear some striking suggestion of the enclosure. 

Rally week. A social reception may be planned for one 
day, the Cradle Roll, Beginners', Primary, and Junior De- 
partments coming in the afternoon for games, followed by 
luncheon, and the other departments meeting for social and 
luncheon in the evening, a surprise being planned for each 
gathering. 

Rally Day program. The military plan will involve a 
processional into the school, the bugle call, the regimental 
inspection, captain and company rising at class roll-call and 
report, department battalion participation, and such songs as 
"Onward, Christian Soldiers." Target-firing speeches on 
points of school interest will be helpful if brief. 

The boat plan can be made interesting through voyage 
songs, short talks by the commander, purser, and chaplain, 
and through the employment of the many nautical terms that 
will be applicable to the program and other parts of the plan. 

Enrollment Sunday. The Sunday preceding Rally Day 
will be a good time for enrollment of new scholars, and the 
drive can be made for this. This will give the new scholars 
a chance to be settled before Rally Day. The classes, as 
names are called, may announce the new enrollment for any 
department of the school secured by the class. Rally Day 
affords a good opportunity for the Church to put emphasis 
upon the Sunday-school by a Church rally of all the school. 
The officers and teachers should march into the church in a 
body and be seated according to departments in a reserved 
space ; the school should sing a few special songs, the sermon 
exalt the service of the teacher, and all officers and teachers 
should gather at the altar at the close for a consecration to 
their important work. 6 



APPENDIX 291 

Thanksgiving Sunday 

Sheets of paper could be distributed the Sunday preced- 
ing, on which the scholars will write their own reasons for 
thanksgiving, the best of these to be read the following Sun- 
day. The stereopticon may be used to show pictures of early 
scenes in National history, such as the "Landing of the Pil- 
grims," and the pastor can draw a few lessons from these. 

Christmas 

A representation of the inn at Bethlehem, the background 
painted with outlines of Eastern houses, palms in the fore- 
ground, can be used for the development of the story. Christ- 
mas trees, suspended, collapsible, and re\t)lving, can be ar- 
ranged with wire, ropes, pulleys, and ingenuity. Pictures of 
the nativity may be used to decorate the walls, the lights 
may be softened with blue or red crepe paper, and stars be 
cut out of an overhang of blue muslin. 

Stereopticon pictures relating to the Christmas story, with 
appropriate songs, will interest. The Scripture story re- 
cited and illustrated by young people representing the shep- 
herds and the magi, with songs by a school choir. 

A "White" Christmas may include the snow scenes, deco- 
rations in white and green; those reciting dressed in white, 
the gifts consisting of articles of white. The school gifts 
should be tied in white ribbon. A "Red" Christmas or a 
"Green" Christmas may aim for similar results. "Christmas 
Among the Nations" may be represented in many picturesque 
ways. 

In the Redford Presbyterian School, of Brooklyn, on a 
recent Christmas a map of the world was exhibited showing 
the area of non-Christian religions ; then an electric light 
shone through a break in the map at Bethlehem. Gilt stars 
on Africa, India, China, and other lands showed the progress 
of the cross in the non-Christian countries. Young people 
in costumes of Syria, Africa, Japan, Korea told the story 
of what Christ's coming had accomplished for them and 
their people. e 



292 APPENDIX 

Christmas giving. Some schools plan by vote of the 
school to devote all the money formerly expended on the 
school treat to the help of worthy causes, the classes in ad- 
dition bringing their gifts for designated objects. The joy 
in such giving is large. Other schools, while making much 
of the giving to others, find that their scholars, young and 
old, cherish the small school gift, the box with its Christmas 
inscription from the school and the Superintendent's or pas- 
tor's picture thereon, as a precious souvenir and so combine 
the giving and the receiving. 

The giving will follow the exercise. A usual and inter- 
esting form is for the classes to bring their gifts to the plat- 
form dressed in some form to correspond with the character 
of the gift. Thus girls dressed as nurses will bring sheets 
and pillow cases; miller or Jack Frost boys will bring bags 
or barrels of flour; farmer boys, vegetables; Arabs, coffee; 
washerwomen, soap ; Quaker girls, cereals ; waitresses, cocoa ; 
Japanese girls, teas; maidens from Spotless Town, sapolio; 
each reciting some rhyme in harmony with the dress or the 
object. 

It is for the Superintendent and teachers with the com- 
mittee to plan for the objectives in giving, and then an- 
nounce them to scholars. The committee may make out a 
list of suggested objects, the list to be given the depart- 
ments and classes, such as hospital, orphanage, lodging-house, 
prison, poor-house, poor families, summer home, asylum for 
blind, crippled, deaf or diseased, a struggling student, a dis- 
pensary, a Bible woman or student in foreign lands. Games, 
groceries, supplies of all sorts will figure in this giving. 
Scholars should be encouraged to earn the money. 

CHAPTER XVIII 
The Day 

Whatever the time or term used for the day, it should 
be presented not as a solemn day set off from the round of 
the school life, but with serious cheer as a welcome oppor- 



APPENDIX 293 

tunity for the expression by the scholar of his life allegiance 
to a capital friend whose friendship will enrich forever. 

Practical leaflets. The following leaflets will be found 
of practical helpfulness : 

"First," Henry Drummond. 

"More Light," Breed. 

"Will You Not Come?" Havergal. 

"That Means Me," Henderson. 

"Why Live in the Cellar?" Butcher. 

There are some Church booklets and books of help to 
teachers in addition to those mentioned in the chapter which 
should be a part of the teacher's library and kept in circu- 
lation at the Decision Day period and at other times of the 
year. These are: 

"Individual Work for Individuals,'' Trumbull. 

"Catching Men Alive," Trumbull. 

"Unconscious Tuition," Huntington. 

"One by One," Mott. 

"The Secret of Soul-Winning," Shaw. 

"The Child for Christ," McKinney. 

"The Child as God's Child," Rishell. 

"The Child's ReHgious Life," Koons. 

"Educational Evangelism," McKinley. 

"Education in Religion and Morals," Coe. 

"The Spiritual Life," Coe. 

"The Passion for Souls," Jowett. 

"Letters on Evangelism," Hughes. 

"The Art of Soul-Winning," Mahood. 

"The Unfolding Life," Lamoreaux. 

"Evangelism in the Sunday-school," Goodell. 

"The Spiritual Life of the Sunday-school," Chapman. 

"Christian Life Round Table," (D. C. Cook Pub. Co.) 

"A Soul-Winner's Equipment," Jos. Clark. 

"Casting the Net on the Right Side," McKinney. 

"Personal W^ork and the Personal Worker," Shelton. 



294 APPENDIX 

Preparing for the day. Covenant Card, such as sug- 
gested in Dr. Henderson's booklet on Decision Day, may be 
signed by each teacher. These cards cover the following 
covenants : 

(i) To pray daily for myself, that I may be enabled to 
win e\xry one of my unsaved pupils to Christ. 

(2) To pray daily from this date until Decision Day for 
each of my unsaved pupils by name, that each may personally 
receive Jesus Christ as Savior and Lord. 

(3) To pray daily for the saving presence of Christ in 
the Decision Day service. 

The teacher should be instructed in the use of certain 
pivotal texts to be used in leading the scholar to Christ and 
in answering the ordinary objections. Helpful texts are: 

^'Confession of sin," i John i : 9. 

"The Invitation," Matt. 2:28-31. 

"Dangers of Delay," 2 Cor. 6:2; Heb. 4 : 7. 

"Christ the Savior from Sin," John 3:16; Matt. 1:21; 
John 6',Z7' 

"Becoming God's Child," John 1:12; i John 3:1, 2, 10. 

"Confessing Christ," Matt. 10:32; i John 4:15; John 
14:23. 

"Following Christ," John 12 : 26 ; Heb. 12 : i, 2. 

Sunday-school or Decision Week. At the meeting of 
teachers such topics may be discussed as "How can I help 
my scholars to feel the lesson is for them?" "How and 
when to make the appeal?" "How can a scholar be helped 
to believe in Jesus?" "How can a Christian scholar be 
helped to a greater love for Christ?" "How can the par- 
ents be best approached by the teacher?" "How should the 
scholars of the Junior, Intermediate, and Senior Departments 
be severally approached?" 

The Saturday evening before Decision Day should be 
spent by the officers and teachers in earnest prayer. 

Rev. E. Winslow Brown, pastor of the First Presby- 
terian Church of Spirit Lake, Iowa, prepared the scholars 



APPENDIX 295 

during Sunday-school Week for Decision Day by afternoon 
meetings, using as topics "Aly Father," "My Sins," **My Sav- 
ior," ''My Faith," "My Confession," "My Work," "My 
Church." 

Other suggestions. One-half of the hour for the weekly 
workers' meeting for severaJ weeks preceding Decision Day 
should be spent in prayer. Preceding Decision Day the pas- 
tor's sermons for a week or two may bear upon some theme 
leading up to the day. 

A letter may be sent by pastor and Superintendent to 
parents appealing for co-operation and enclosing some wise 
leaflet as to the responsibility of parents for the Christian 
nurture of their children. 

It is not usually best to announce the day publicly, al- 
though there have been fruitful days when this has been done. 

Pastor and Superintendent should seek out the key schol- 
ars in the school and endeavor to secure their decision in 
personal talks before the day. 

For a month in advance of Decision Day the pastor should 
make it a point to call at as many homes as possible where 
there are unconverted scholars, to converse with the parents 
and with the scholars as he has opportunity. He should have 
a list of such homes and scholars as a part of his business 
outfit, so that he can know the raw material for his w^ork 
that he is, with God's help, to work up into the finished 
product. 

Forms of decision cards. These are various. Those 
used by the Grace Presbyterian Sunday-school of Brooklyn 
on Palm Sunday read : 

''King Jesus Wants You as His Subject/' 

"I this day acknowledge Jesus Christ, who died to redeem 
me from sin, as my Savior, and I promise that, with His 
help, I will serve Him throughout my whole life as a loyal 
subject should serve a King." 



296 APPENDIX 

For Christmas this card was used: 

''Consecration/' 
"Believing that Jesus Christ died to redeem me from sin, 
and that He lives to-day as my Savior, I consecrate myself 
anew to His service, and promise to serve Him faithfully 
throughout my whole life." 

Double cards used in the Memorial Presbyterian Sunday- 
school of Rochester, N. Y., read: 

''Choose Ye This Day Whom Ye Will Serve/' 
"I am not yet a professing Christian, but I know I ought 
to be one, and I desire to be one, and on this Decision Day 
I do accept Jesus Christ as my personal Savior, and promise 
Him that I will try to live a faithful Christian life." 

For Christians : 

''The Master Is Come and Calleth for Thee!' 

"I am already a professing Christian, but I want to be 
a more loyal and earnest one, and on this Decision Day I 
do reconsecrate myself to my Master, Jesus Christ, and 
promise Him that I will try to be more faithful to every 
duty of my Christian life." 

The "Comrades of the Cross" pledge used by Dr. Hen- 
derson reads: "Receiving Christ as my personal Savior. I 
covenant with Him to be His obedient disciple." 

A Sunday-school form used by Dr. J. Wilbur Chapman 
reads: "I do acknowledge Jesus Christ as my Savior. It is 
my honest purpose to serve Him all my Hfe." 

The Bedford Presbyterian Sunday-school of Brooklyn has 
this form: 

"I have decided to receive Jesus Christ, the Son of God, 
as my Lord and to trust in Him as my Savior. I have de- 
termined with God's help to obey His Commandments and 
follow His example to the end of my Hfe." 



APPENDIX 



297 



A form used with large success on one Decision Day in 
the Bushwick Avenue school reads : 






u 






I 



2 

1 



C O «o t^ 
CO o fctS 

g 5 G S 



^ 

I 



^ ^ «o 












^ V> 53 «^ 



^* 53 



8 c 



*-^ o j: j« 



^r 2;§ 






55 « 

M O O VC* w '^ 



5 









v:,^ 












c^ 



5 

I promise to 
prav for my- 
self that I 
may he m 
Christian 






4 

I ask the 
prayers of 
Christians 




3 

/ Tuani to be 
a Christian 




2 

I am not a 
Christian 




J 

I am a 
Christian 




•• 

1 

1 

c 
j> 

1 


* 


1 

1 





.^ 



>3 

C 

c 



5^ 



53 



v§ 



1^' 



.•« 



298 APPENDIX 

The basis of the appeal may be the Decision Day under 
Joshua (Josh. 24:14-28), Christ or Barabbas (Luke 23: 
13-26), the lesson, or any Scripture that will serve in a 
talk of not over ten minutes. The blessing of acknowledg- 
ment or confession of Christ should be presented, the privi- 
lege of being on the side of such a Friend, the great honor 
of relating oneself for life to the cause of the King of kings, 
and the joy of service of one so good and one whom every 
life needs so much. 

Following the decision some opportunity for clinching it 
should be given by standing, or open confession. Where the 
"Comrades of the Cross" card is signed, the comrades badge 
is given to be worn by the scholar. Where preparatory work 
has been done, this part of the service can be made a joyful 
witnessing time, teachers and scholars taking part in it. 

After Decision Day. For the leaders of classes in prep- 
aration for Church membership we would suggest as helpful 
literature : 

"Little Parishes of Eight." 

"Children's Meetings," Lucy Ryder Meyer. 

"Chapters of Blessing and Counsels on the Way of Life," 
F. Watson Hannan. 

"Just EnHsted," Ernest B. Allen. 

"Junior Catechism of Methodist Episcopal Cliurch." 

"Hurlbut's Supplemental Outlines." 

"Turning Points," D. A. Oskerheld. 

"Being a Christian," Gladden. 

"Yours," F. B. Hoagland. 

"Preparation for Church Membership," J. E. Gilbert. 

"The Holy Book" (Asher Pub. Co., St. Paul) has some 
helpful things in this line besides Dr. Henderson's book sug- 
gested above. 

Choice books to put in the hands of the young people are : 

"Stepping Heavenward," Mrs. Prentis. 

"Newly Enlisted," Cuyler. 

"Holy War," Bunyan. 



APPENDIX 299 

Training through church attendance. This important 
channel of training for the young people should be planned 
carefully through conference of pastor and Superintendent. 
Dr. James M. Farrar, of Brooklyn, has been most successful 
in the organization of the young people of his Church in a 
Junior congregation, which is given a brief separate Sunday 
morning service, the boys and girls being organized as 
Church officials, trustees, deacons, ushers, choir. The pastor 
preaches a brief sermon to them. Dr. Farrar^s book "The 
Junior Congregation" will suggest the large possibilities in 
such an organization. 

"The Church Army" and the "Go to Church Band" are 
methods of organizing for church attendance, such attend- 
ance sometimes being marked and Bibles and Hymn Books 
given for perfect marks. Blank books may be furnished for 
tests, and these books returned at the end of the year as a 
basis of recognition. The Sunday-school marking system 
often provides for marking for church attendance. 

The pastor should meet this opportunity by organizing 
the young people into special choirs, as in Bethany Church, 
of Philadelphia, where four different choirs sing, made up 
of the Sunday-school scholars of different ages. There 
should be food provided for the members of the school in 
a simplification of the general sermon, or in a special five or 
ten-minute talk to the younger members on the plan sug- 
gested in "Five-Minute Object Sermons in Outline," by Stahl; 
"Five-Minute Object Sermons to Children," by Hatcher; and 
in the fine books, "Boys' Brigade and Other Talks" and "Be- 
ware of Imitators," by J. Williams Butcher, of London 
(Chas. H. Kelly, 2 Castle Street, City Road, London). 

Such a recognition of the Sunday-school membership will 
enable the scholars to be "homed" in the church which in a 
generation would be dead if it were not for accessions from 
the Sunday-school. 



300 APPENDIX 

CHAPTER XIX 

The Country Sunday-school 

The attractiveness of the room is of large consequencee 
The stove should be blackened, windows curtained, and for 
the summer, awnings provided. Water in the summer time 
and occasionally hot lemonade in the winter will be welcomed. 

The cleaning should be done on Saturday, so that the 
room will be ready and ventilated for Sunday. The song- 
books should be placed in the seats on Saturday, arid the 
blackboard cleaned ready for use. 

The Sunday session. After the sermon the audience 
could stand and the Superintendent would open the Sunday- 
school with a live song. Following this opening service the 
change of seats could be made for the lesson study. Or, 
following the sermon, the classes could group themselves 
during a brief intermission before the exercises. 

Once a month there should be a special day, well adver- 
tised. It may be a missionary program, such as suggested 
under Missions in the Sunday-school, or the observance of 
one of the special days of the year. 

The winter Sunday-school. The problem of the winter 
school is largely one of the janitor and transportation. The 
former has been solved by the men taking turns or by using 
the bigger boys nearest the school to clean up and build the 
fire, if necessary paying a small sum to insure regularity of 
results. The transportation problem has been met by agree- 
ment among the men to take turns in picking up the children 
along the roads in road-wagon or bob-sleigh. 

The winter is a good time for memorizing Scripture and 
hymns at the Sunday-school or at home; and scholars in 
turn should be asked on Sundays to recite what they have 
learned. A lesson in Bible geography, the use of the Inter- 
national Supplemental Outlines, Hurlbut's Supplemental Les- 
sons, chalk talks, Bible drills referred to in this book, will 
all brighten the winter session. On stormy Sundays dispense 
with a set program and be informal. 



APPENDIX 301 

Methods to interest. A birthday social for all will be 
an opportunity of raising funds for school use. Little birth- 
day bags should be given out for the birthday gift, tagged 
with place and date of the social. A corn social at the Su- 
perintendent's or some other home can be utilized as a means 
of money-getting by sale of corn brought. Both parents and 
children should be invited. Preserved fruit or vegetables 
could be brought instead of corn, and these sold in the city 
for the benefit of the school. 

Thanksgiving may be celebrated through a neighborhood 
dinner and social. Members of the Home Department could 
come early, and the young people later. Put invitations in 
attractive form. 

Hold Children's Day Rally out of doors for a change. 

Make a census of all people in the neighborhood, send 
letter of invitation to those not in the school, then make 
your motto "The Last One;" apportion these names among 
the classes to report results in the school session, the class 
failing to report one or more new scholars to contribute a 
book to the Sunday-school library. In one school members 
of a certain class took turns in calling during different weeks 
on assigned persons, until ninety-seven out of a possible one 
hundred in the community were attached to the school. 

The village Sunday-school. The Organized Adult Bible 
Class can be made an important factor. In visiting a town 
in South Carolina the writer found in the Methodist Sunday- 
school a few men in a corner of the room. A few months 
later he found that corner filled with men, including the 
presidents of the two banks of the place and the learned 
professional men and citizens. The class had organized. 

The Summer Problem of the City Sunday-school 

But there is a duty also owing the school in sustaining 
its interest through continuous sessions and thus launching 
it full on its fall work. The only question that should be 
before the Superintendent and school with reference to the 



302 APPENDIX 

summer sessions is how to make them so attractive that the 
full attendance of all members who are in the city may be 
assured. 

Summer session. At times the classes of the department 
or school have been combined and the lesson taught from the 
desk by pastor, Superintendent, or, in turn, by the teachers. 
Object teaching, map drills, and chalk talks in lesson illus- 
tration have been used. Supplemental Bible Drills, the learn- 
ing of new hymns, salute to flags with story of flag, , and 
phonograph solo or quartet, letters from absent officers and 
teachers, stereopticon illustrations of lesson, a solo or duet, 
recitations, have been used helpfully as summer features. 

Some schools, such as the Chester Hill Methodist Sunday- 
school, of Mt. Vernon, N. Y., put the lesson places on a trip- 
ticket form, the last coupon entitling the holder, who must 
have attended the school during the summer, to a full enter- 
tainment with refreshments. Special missionary lessons are 
planned for summer use as a part of the new graded lessons. 
At the Second Baptist Church of Rochester the story of 
"Pilgrim's Progress" was made a weekly Sunday summer 
feature^ illustrated with slides. The stereopticon was also 
used in that school to throw upon the screen each Sunday 
the two "Search Questions" of the lesson, and scholars who 
answered these correctly through the summer received a sou- 
venir on Rally Day. The classes in turn could be made re- 
sponsible for the opening exercises in selecting Scripture, 
hymns, and introduction of special feature, the teacher pre- 
siding. In a New York school the absent scholars send 
weekly to the teacher their thought on the lesson. The 
thought voted best by the class is sent to the Superintendent 
and read, and the point voted by the school as the best of 
all the classes is rewarded. The advertisement of the ses- 
sions by weekly or monthly season cards is an important 
element. Such cards may combine a suggestion of the pro- 
gram with a bright putting of the telling school features and 
breathing a spirit of welcome. 



APPENDIX 303 

Methods for promoting interest. Absent teachers and 
scholars may send postals to department or school secretary 
to be exhibited in school vestibule and afterward arranged 
in album form. A correspondence secretary may keep in 
a vacation book the addresses of all away, and once or twice 
during summer send a school greeting, encouraging the 
scholar to visit other schools, and to report, the best of these 
reports to be read for the school interest. Summer attend- 
ance contests between schools are frequently promotive of 
good results. An early morning session has been found 
helpful for a change. In the writer's school the session has 
been maintained at 2.30, summer and winter. It has been 
felt unwise to make a change that would leave the summer 
Sunday afternoon open to the pull of the many pleasure at- 
tractions which throng the section. 

The parade of the local school or schools just before the 
summer or at its close will be inspirational. Many towns 
and cities are now doing this, following the annual custom 
of the Brooklyn Sunday School Union, which has in its 
line in its June parade nearly 125,000 Sunday-school mem- 
bers. 

The possibilities of the summer time in helping forward 
Christian decisions through the close fellowship permitted 
with the scholars are not to be minimized. 

There is a pretty suggestion in the "Executive" of a fall 
"Forget-me-not social." The names and addresses of ten of 
those who will be at home for the summer are given by lot 
to each one who is going away in order to first make their 
acquaintance and then to bring for each of the ten to the 
fall social a simple inexpensive remembrance found in the 
scholar's writing. At the social these ten are grouped and 
the remembrance given, with the story connected with it. 

The H. W. B. of A. (Hot Weather Brigade of Augustin- 
ians) has been formed in a number of schools for the summer 
campaign, members wear badges or buttons, have their sum- 
mer outings, baseball team, and a treat in the fall. 

6 



304 APPENDIX 

The absent teacher. This is the serious question both 
as to the teacher who will be out of town and the teacher 
who stays at home because only a few of the class are ex- 
pected out. For the latter the Superintendent should pray. 
A leaflet such as "My Class for Jesus" and an earnest, kindly 
talk may bring to such a realization of the value of a single 
soul. The Superintendent should present to the former, 
along or as a part of the teachers' body, the necessity of 
supplying a substitute for the class and of introducing , that 
substitute to the class before leaving. Sometimes a teacher 
may make an arrangement with another teacher for the care 
of the combined classes while absent, and the marking of the 
scholars. If neither can be done the Superintendent must 
have recourse to the substitute list, the teacher training class, 
or a young people's or adult class whose teacher expects to 
be away, and who will be willing to help for the summer. 
The Epworth League or other organization may be willing 
to serve in this way. Some class may be willing to study 
the lesson one week in advance in order to be ready. Such 
substitute teachers should be recognized in some public way 
at the close of the summer. 

The teacher should be urged whether away or at home 
to keep in touch with the scholars through letter, souvenir 
postal, questions on the lesson, encouraging the absent scholar 
to write letters or to send souvenir cards for the class in- 
terest. 

CHAPTER XX 

Additional methods of reaching the home. Invite par- 
ents to teachers' meetings to see the plan of school work, 
with some discussion of home co-operation with teacher and 
school. In helping toward family prayer and daily home 
reading of the Bible by parents, follow Wm. H. Ridgeway's 
plan of sending each week to parents by hands of the scholar 
a card giving the daily Bible readings for each day of the 
following week. This card is to be signed, after the weekly 



APPENDIX 305 

Bible reading, by the parents, and returned to the Superin- 
tendent of Bible reading. Scholars sign their own cards. 
In the course of an excellent appeal *'to the folks at home" 
accompanying this card, the Superintendent says : "The ob- 
ject of this Bible reading is to introduce into the homes of 
the Church members something in the way of family worship. 
Get used to hearing your own voice reading Scripture aloud. 
To offer prayer is but a short step farther. You know you 
ought to have family prayers. Here is a chance at a be- 
ginning." 

Mothers' and parents' clubs. Frequently mothers not 
Christians are in such Sunday-school clubs, and there is here 
iine opportunity by tactful work to lead them to an open 
avowal of Christ. Their needs, plus wholesome Christian 
fellowship, will most surely bring this about. 

Membership fees are not desirable. An offering at the 
meetings should be sufficient to cover refreshments, new 
l)ooks for the mothers' library, and incidental expenses. 

A weekly afternoon meeting of groups of mothers for a 
mothers' study club has attractive features : to discuss sub- 
jects of mutual interest, to take up some book as a special 
study, and current topics of the day. Mothers can bring 
their sewing and listen while one of their members reads a 
chapter from the book being studied. 

Parents' library. This can be maintained in connection 
with the school library or the Mothers' Clubs. The offerings 
of the club will keep the library freshened by addition of new 
books. Some of these books should be duplicated; women's 
magazines, such as ''Woman's Home Companion," "Ladies' 
Home Journal," "Mothers' Magazine," "Home Department 
Monthly," may be subscribed for by the club and kept in 
circulation. The books may be taken by mothers at the meet- 
ings or could be taken to the homes by their children or the 
Messenger Corps or Sunshine Band. 

Among the parents' books may be named "The Song of 
Life" (Morley), "The Mother Artist" (Mills), "Study of 

6 



3o6 APPENDIX 

Child Nature" (Harrison), "Letters to a Mother" (Blow), 
"Mother and Daughter" (Jackson), "Notebook of an Adopted 
Mother" (Davis), "In the Child World" (Poulsson), "How 
to Tell Stories to Children" (Bryant), "Stories and Story- 
Telling" (St John), "Glimpses of Child Nature" (Wray), 
"The Unfolding Life" (Lamoreaux). 

House-to-house visitation. The visiting report blank 
should indicate the departments, classes, names and addresses 
of one visited, name of visitor, date of visitation, and special 
report. Blanks for membership in the Cradle Roll or Home 
Department should be attached to the report. Information as 
to other non-attending members of household can be secured. 

Other plans. A repast at the end of an announced pe- 
riod given to each scholar bringing in a new scholar, (a) 
"Get One" ticket or coupon being given to each contestant, 
names to be entered on blackboard, (b) Distribute picture 
postals of church and school with or without a special invi- 
tation printed thereon, for scholars to send to friends, (c) 
Have a visitors' day — ribbons to be worn by visitors : red if 
invited by boys, blue if invited by girls, (d) The Baptist 
Temple, Brooklyn, had a "Builders" contest, the names of 
the classes and the number of each class brought in of new 
scholars being placed on an arch erected on the platform 
on Children's Day. In addition the girl who had brought 
the largest number marched down the aisle with her five 
new members, and during the "Temple Builders Exercise" 
was crowned after words of commendation by the pastor, 
(e) Read C. D. Meigs's "Red Book" for a little ginger on 
the building-up of Sunday-schools. Large thermometers are 
useful as records of new scholar progress. 

W. C. Cook & Co., Fresno, Cal., have an attractive chart 
of a "Camping Trip" upon the Lebanon Mountain in Pales- 
tine, with ranges of mountains on which the Sunday-school 
camping tents are successively placed until the goal of Mt. 
Lebanon is reached. Excellent for attendance and new mem- 
bership plans. The chart with twenty-six tents and six pins 
is $2.50. ^ 



INDEX 



Absentees, 170, 279 ; Superintend- 
ent of, 63 ; committee on, 69 ; 
teacher's neglect of, 170. 

Activity, of Adult Classes, 83 ; of 
Home Department, 84; reli- 
gious, of Superintendent, 41. 

Adult Bible Class, 52; activities 
of, 83; mission study in, 204; 
organization of, 83. 

Adult Department, 83 ; in country 
school, 248. 

Advertising the school, 265. 

Aides, 65. 

Announcements, 103. 

Architecture, Sunday-school, 49, 

50. 
Assembly room, Equipment of, 

52. 

Assistant Secretaries, 64, 281. 

Assistant Superintendent, 64. 

Athletics, Indoor, 178, 280; out- 
door, 179. 

Attendance, To secure prompt, 
109; rewards for, I7if; recogni- 
tion of summer, 257. 

Banner, for departments, 51, 55; 
for Sunday-school, 55. 

Beginners' Department, Equip- 
ment for, 51; separate from 
main school, 50, 76; age of 
pupils, 76; plans for teaching, 
76; class for mothers, 76; char- 
acteristics of pupils, 76. 

Bell, Its use in securing order, 56. 

Bible, Bringing to Sunday-school, 
ii6f; daily reading, 170; drills 
in, 116, ii8f ; games for socials, 
181 ; plans for marking, 117. 

Birthday recognition, of all mem- 
bers, i64f; in Cradle Roll, 75; 
of Home Department, 84; in 
Primary Department, 77. 

Blackboard, 52 ; learning to use, 
120 ; material for, 120 ; methods 
of using, 121. 

Board of Sunday Schools, 25 ; its 



aims, 26 ; courses in Teacher 
Training, 86; relation to mis- 
sionary instruction, 199. 

Books, Selection for library, 194. 

Brewer, Chief Justice, 33. 

Boys' Brigade, 183. 

Boys' Messenger Service, 84, 182. 

Boy Scouts of America, 184. 

Brotherhood of David, 184. 

Building, 19, 49f. 

Bulletin board, 56; missionary, 
205. 

Business meetings, i6off; of Sun- 
day School Board monthly, 160 ; 
annual, i6of. 

Burton and Mathews, 13. 

Cabinet, Superintendent's, 64. 
Camps, Summer, 179. 

Certificate, of promotion, 90; of 
recognition, 52, 60. 

Chairs for Beginners' and Primary 
Departments, 51. 

Character, of Superintendent, 40 ; 
of teachers, 141 f. 

Characteristics, of Beginners, 76 : 
of Primary pupils, 77 ; of Junior 
pupils, 78 ; of Intermediate pu- 
pils, 79; of Senior pupils, 81. 

Children's Day, General plans 
for, 223 ; program for, 223. 

Choir for the Sunday-school, I35f. 

Chorister, 65. 

Christmas, Observance of, 228 ; 
decorations, 229; giving, 292; 
programs, 229. 

Church, Relation to the Superin- 
tendent, 39. 

Cigarette evil. Combating the, 
218, 286. 

Clark, Joseph, 42. 

Class rooms. Equipment of, 52. 

Committee, Absentee and enroll- 
ment, 69; best methods, 70; in 
each department, 70, 74 ; on 
307 6 



3o8 



INDEX 



evangelization, 60, 67 ; ''Friendly 
Grip," 67; library and exhibit, 
70; missionary and benevolent, 
69 ; music, 70 ; social, 68 ; on 
Special Days, 61, 68 ; on Sunday- 
schools, 67; on supplies and 
finance, 67 ; on temperance, 69 ; 
on visitation, 61. 

Committees, Need for standing, 
66. 

Constitution and By-I^aws for 
Sunday-school, 59. 

Contest plans, 269. 

Co-operation, of the home, 266 ; of 
scholars, 269. 

Cope, H. F., 14. 

Correspondence Study Courses for 
teachers, 74. 

Country Sunday-school, 246, 300 ; 
see also Small school. 

Cradle Roll Department, Plans for, 
74 ; how to begin, 75 ; recogni- 
tion, 75. 

Dangers for the Superintendent, 

43. 

Decision Day, 235ff ; forms for let- 
ters and cards for, 239f, 295 ; im- 
portance of, 235 ; other designa- 
tions for, 237 ; practical leaflets 
for, 293 ; preparation for, 238, 
294; time of observance, 237. 

Decision Week, 239, 294. 

Decoration of Sunday- school 
rooms, 51 ; for Easter Sunday, 
222 ; for Children's Day, 223 ; 
for Christmas, 229 ; for Thanks- 
giving Sunday, 228. 

Delta Alpha, 185. \ 

Department rooms, 51. 

Department Superintendents, Du- 
ties of, 63 ; in the small school, 
61 ; nomination of, 62. 

Departments, in the larger school, 
61 ; in the small school, 60 ; rea- 
sons for the organization of, 73 ; 
separation of, for teaching, 

50. 
Desk outfit for Superintendent, 

262. 
Development of religious life, 

243^. 



Director of missionary instruc- 
tion, 200. 

Discipline of scholars, i67f. 

Dismissal of session, 112. 

Disorder in the session, no. 

District visitor, 268. 

Divisions, of human life, 15 ; of 
the Sunday school, 15. 

Doormen, 65. 

Dorcas Circle, 184. 

Drills in Bible, ii6f. 

Easter Sunday, 221 ; decorations 
for, 222, 287 ; program for, 222, 
287 ; souvenirs for, 222. 

Election, of Superintendent, 59 ; 
of teachers, 59. 

Employment Department for 
scholars, 166. 

Enrollment Sunday, 290. 

Entertainments, 180, 

Ep worth League, 185. 

Equipment, Accessories in, 56 ; of 
Beginners' Department, 76; of 
class rooms, 52 ; of the country 
school, 248f; of department 
rooms, 51 ; of Intermediate De- 
partment, 80 ; inspirational, 55 ; 
of Junior Department, 79; of 
library, 53 ; of Primary Depart- 
ment, 77; of the secretary's 
room, 53 ; of the Sunday school, 
19 ; of the Sunday-school build- 

I ■ ing, 49 ; of the Superintendent, 
40. 

Examinations as a basis for pro- 
motion, 93. 

Exhibit, Committee on, 70; of 
handwork, 97 ; room for, 53. 

Expert Superintendent, 38. 

Ferguson, E. M., 14. 

Finances of the Sunday-school, 

192. 
Flag on Children's Day, Use of 

the, 288. 
"Friendly Grip" Committee, 67. 
Friendship of Superintendent, 263. 

Girls' organizations, 184 ; clubs, 

185. 
Giving, for missions, 206 ; of life, 

207 ; at Christmas, 2>?o, 



INDEX 



309 



Graded Lessons, concerning hand- 
work, 97 ; relation to supple- 
mental lessons, 92. 

Graded school, Administration 
of, 16; objections to grading 
considered, 13 ; plan of organi- 
zation of, 15 ; principles under- 
lying, II ; what constitutes, 11. 

Grading, Definition of, 15 ; errors 
in, 62 ; necessity of, 12 ; objec- 
tions to, 14 ; plan for, in coun- 
try school, 248. 

Graduation, Sgf. 

Gymnasium, 54; for Senior classes, 

S2. 

Habit forming, in Junior age, 
78. 

Handwork, Argument for, 94 ; ex- 
hibit of, 97; modeling, 97; note- 
book for, 96 ; outfit required, 
96 ; particulars concerning, 95 ; 
purpose of, 94 ; relation to the 
Graded Lessons, 97. 

History of the Sunday-school, 22; 
in America, 24; in Old Testa- 
ment times, 23 ; in Reformation 
times, 23. 

Home, Co-operation of the, 266 ; 
additional methods of reaching 
the, 304. 

Home Department, Members of, 
84 ; organization of, 84 ; special 
day for, 232 ; value of, 85. 

Home Study, To secure, i68f; 
study questions for, 169; plans 
for, 169. 

Honor Day, 232. 

Honor plans for attendance, I72f. 

Honoring the school's helpers, 
150. 

Hymn-books, 55, 131. 

Hymns, Interest in, 137 ; selection 
of, i32f; stories of, 277. 

I. A. H. Circle, 185. 

Ideal at which organization aims, 

58, 59. 
Installation of officers, 65; day 

for, 232. 
Instruction from the platform, 

ii6ff. 



Intermediate Department, Age of 
pupils, 79; characteristics of 
pupils, 70; decision for Christ 
in, 79 ; equipment for, 80 ; mis- 
sionary instruction in, 202; or- 
ganization of, 80: organization 
of classes in, 80 ; recreation for, 
81 ; teachers and courses, 80. 

International Sunday School As- 
sociation, 25. 

Invitations for Rally Day, 225. 

Junior Department, Acknowledg- 
ment of Christ in, 79; age of 
pupils, 77 ; characteristics of 
pupils, 78 ; class organization 
in, 79; equipment of, 79; mem- 
ory drills, 78; missionary in- 
struction in, 202 ; plans and 
methods for, 78. 

King's Daughters, 185. 
Knights of the Holy Grail, 183. 

Letter writing, 263. 

Letters, forms for Decision Day, 

239^. 

Lesson, reading from Bible, 103; 
launching of, 106. 

Librarian, 64 ; office of, 194 ; qual- 
ifications of, 195. 

Library Committee, 70, 194 ; con- 
tents of, 195, 281 ; funds for, 
195 ; missionary, 204 ; parents', 
197; room for, 53, 195; teach- 
er's, 196, 281 ; temperance, 212. 

Life-saving service, 183. 

Lincoln's Birthday, 231. 

Luther, Martin, 23. 

Maps, 55, 

Manual room, 54. 

Memorial Day, 231. 

Memory of Juniors, Cultivation 
of, 78. 

Methodist Knights, 182. 

Missionary and Benevolent Com- 
mittee, 69, 200. 

Missionary instruction, from the 
platform, 201 ; Graded Lessons 
and, 203 ; in the Intermediate 
Department, 80 ; in the Primary 
Department, 77; material for, 
6 



3IO 



INDEX 



20I ; methods to interest, 283 ; 
monthly program, 201 ; Super- 
intendent of, 63 ; study class, 
203 ; Teacher Training and, 203. 

Missionary books, 205; bulletin 
board, 205; investment, 206; 
library, 204, 283 ; policy, 200. 

Missions, relations to the Sunday- 
school, 33; in the Senior De- 
partment, 81 ; in the Sunday- 
school, i99ff; motive for, 199; 
organization in Methodist 
schools, 199. 

Mothers' class, Beginners', 76; 
Primary, ^^ ; clubs, 266, 305. 

Motto for school, 55. 

Music, Committee on, 70, I3if; 
how to get all to sing, 138 ; learn- 
ing new, 137; religious influ- 
ence of, 130 ; selected by Super- 
intendent, 70. 

New Year's Day, 232. 
Note-book for handwork, 96. 

Object teaching, BfiPlctiveness^of, 
121 ; material for, 122. 

Objectives for the school, 58. 

Offerings, Missionary, 193; regu- 
lar, 193 ; special, 193. 

Officers, of the larger school, 61 f; 
installation of, 65. 

Opening service, 17. 

Orchestra in the Sunday-school, 
133; to build up, 133; concert 
by, 134. 

Order, in tne Sunday-school ses- 
sion, no. 

** Order of the Triangle," 184. 

Organization of the school. Con- 
ditions determine the details of, 
9; fourfold, 49; ideal standard 
of, 9; ideals at which it aims, 
58 ; officers necessary, 10 ; of the 
larger school, 61 ; of the small 
school, 60; of Adult Classes, 
83 ; of Adult Classes in small 
school, 249 ; of departments, 
73 ; of Intermediate Department 
classes, 80 ; of Home Depart- 
ment, 84f; of Senior Depart- 
ment classes, 182. 



Organizations, Scholars*, i76ff; 
necessity for, 182 ; for boys, 192 ; 
for girls, 184. 

Organized classes, in Adult De- 
partment, 52, 83 ; in Senior De- 
partment, 82. 

Outfit for handwork, 86. 

Outings, 177. 

Outline for program, 107. 

Pstlm Sunday, 233. 

Parents' Day, 232; clubs, 266. 

Parents' library, 305. 

Pastor, relation to the Sunday- 
school, 10, 61 ; on Sunday, 261 ; 
through the week, 261. 

Patriotism in the program, 105. 

Pianist, 135. 

Picnic, 177, 251. 

Pilgrim fraternity, 184. 

Pledge signing, 216. 

Prayer, in the Sunday-school ses- 
sion, 102 ; after session, 114 ; for 
missions, 207; for temperance, 
213. 

Primary Department, Birthday 
recognition in, 77; characteris- 
tics of pupils, 77 ; Decision Day 
in, 242; equipment for, 51, 77; 
plans for teaching, 77 ; room 
separate from main school, 50. 

Printed programs, 104. 

Program, Committee on, 104 ; divi- 
sions of, 101 ; division of time, 
106 ; features of, 102 ; for Chil- 
dren's Day, 223 ; for Christmas, 
229 ; for Easter Sunday, 222 ; for 
Lincoln's Birthday, ' 231 ; for 
Mothers' Day, 231 ; for Rally 
Day, 227 ; for Thanksgiving 
Sunday, 228; for Temperance 
Sunday, 213; general sugges> 
tions concerning, 108 ; launch- 
ing the lesson, 106 ; monthly 
missionary, 201 ; outline for, 
107 ; patriotism in, 105 ; printed, 
104; preparation for, 100; pur- 
pose of, lOI. 

Promotion Day, ^ ; in small 
school, 91. 

Promotion, Exercises for, 89, 275 ; 
basis of, 90 ; time of, 91 ; in the 



INDEX 



3" 



small school, 91 ; promoting 
teacher with class, 275. 

Publicity man. Duties of, 65. 

Public school, relation to Sunday- 
school, 31. 

Queen Esther Circle, 185. 

Raikes, Robert, 23 ; the Raikes 
movement, 23. 

Rally Day, 26 ; following up, 228 ; 
invitations for, 225, 289; pro- 
gram for, 227 ; purpose of, 224 ; 
souvenir for, 289. 

Rally Week, 226. 

Reading room, 53. 

Recognition of summer attend- 
ance, 257. 

Record systems for secretary, i89f. 

Recreations, I76ff; for the Inter- 
mediate pupils, 81 ; service to 
the whole life, 176. 

Review, Climax in, 128; material 
for, 277; methods for written, 
125 ; oral, I25f, 277 ; object of 
122; quarterly, 124; relation to 
the Graded Lessons, 123 ; week- 
ly, 123 ; written, 125, 277. 

Room Assembly, 52 ; class, 52 ; 
department, 51 ; exhibit, 53 ; 
gymnasium, 54 ; library, 53 : 
manual, 54 ; reading, 53 ; sec- 
retary's, 53 ; social, 54. 

Ruth and Naomi Sisterhood, 185. 

Santa Claus, 229. 

Scholar, i63fiF ; attendance and re- 
wards, 171 ; employment depart- 
ment for, 166 ; method of using, 
168 ; neglect of absent, 170 ; 
plans for honoring, 172 ; record 
of birthdays. 164 ; sex life of, 
165 ; to secure home study, 168 ; 
when one leaves, 168 ; when 
one dies, 168; welcoming the 
new, 163 ; the unruly, 167. 

Secretary, 64; duties of, i87f; of- 
fice of, 187 ; room for, 53. 

Senior Department, Age of pu- 
pils, 81 ; characteristics of pu- 
pils, 81 ; dignify the exercises 
for, 81 ; missionary instruction. 



202 ; organization of classes, 
82 ; train the pupils for service, 
81. 

Session of the Sunday-school, 
Attendance upon, 109 ; at the 
close of, 113; dismissal of, 112; 
preparation for, 109 ; order dur- 
ing, no; summer, 256; super- 
vision during, 112. 

Separate rooms for departments 
and classes, 16. 

Small school, Class organization 
in, 249; equipment of, 249; 
grading of, 248; ideals for the 
work of, 247; organization of, 
60, 248 ; possibilities of, 246 ; 
promotion of scholars in, 91 ; 
time of session of, 250.^ 

Social, and Relief Committee, 68 ; 
evenings, 180; room, 54. 

Socials, for country schools, 251 ; 
games for, 181. 

Song book, 131. 

Souvenirs for Easter Sunday, 222. 

Special Days, Committee on, 61, 
68, 221 ; co-operate with Music 
Committee, 70 ; Children's Day, 
222 ; Christmas, 228 ; Easter 
Sunday, 221 ; Patriotic Days, 
230; Rally Day, 224; Thanks- 
giving Sunday, 228; use of, 221. 

Stenographer, Duties of, 66. 

Stereopticon, use in reviews, 
125. 

Suggestion box, 56 ; s, practi- 
cal for Superintendent, 44. 

Summer camps, 179, 280. 

Summer problem, 255f, 301. 

Sunday-school, The Graded, 9fF; 
aim and purpose of, 21 ff; as- 
sembly room for, 52 ; a church 
school for all ages, 27 ; building, 
49; constitution, 59; decoration, 
51 ; department rooms, 51 ; equip- 
ment of, 49ff; historical state- 
ment concerning, 22 ; impor- 
tance to religious education, 
29f; light and ventilation, 50; 
objectives, 58 ; prominent state- 
ments of aim, 21 ; perfecting 
organization of, 22 ; relation to 
the Church, 2^ \ relation to the 



312 



INDEX 



community, 29f; relation to 
missions, 33 ; relation to the 
home, 30; relation to the na- 
tional life, 32; relation to the 
public school, 30; statements 
of service to the state, 32 ; the 
new Sunday-school movement, 
22. 

Sunday School Union, of Amer- 
ica, 24 ; of London, 24 ; Meth- 
odist Episcopal, 25. 

Superintendent, 26ff; his call, 36; 
his character, 40; his compen- 
sations, 46f ; his equipment, 40; 
his executive qualities, 41 ; his 
investment of personality, 37; 
his religious activity, 41 ; his 
task, 37 ; his training-, 38 ; his 
vision, 37; model, 42; relation 
to the Church, 39; relation to 
Primary Department, 77 ; rela- 
tion to school, 62; relation to 
teachers, 141 ff; teachers who 
are problems, I48f; week-day 

work of, 262; Assistant , 

64 ; of absentees, 63 ; of de- 
partments, 61 ; of grading, pro- 
motion, and manual and sup- 
plemental work, 62 ; of mission- 
ary instruction, 63 ; of Teacher 
Training, 63 ; things the Super- 
intendent avoids, 42. 

Supplemental lessons, Bxamina- 
tions in, 93 ; how to inaugurate, 
93; need for, 91 f; relation to 
the Graded Ivcssons, 92; rela- 
tion to the Uniform lycssons, 
92f ; time for, 93. 

Supplemental courses, 276. 

Supplies and Finance Committee, 
67. 

Support of the Sunday-school, 

I92f. 

Teacher Training, Courses in, 86 ; 
department of, 85 ; in Senior 
Department, 81 ; in the Teach- 
ers' meeting, 155 ; place of mis- 
sions in, 203; Superintendent 

of, 63. 
Teachers, Appointment and in- 
stallation of, 144, 278 ; co-opera- 
tion with Superintendent, 147; 



enlisting new, 142, 278; essen- 
tial qualities of, 141 ; for cer- 
tain grades, 17; relation to Su- 
perintendent, 145 ; social life of, 
146; spiritual life of, 147, 278; 
substitute, I43f, 278 ; testing the 
work of, 150; welcome to, i44f; 
who are problems, i48f. 

Teachers' Meetings, i52fif; condi- 
tions of success, 154 ; how to 
work up, 153; lesson period in, 
157; objects of, 152; plans for, 
154; problem feature of, 156, 
278 ; Teacher Training in, 155 ; 
time and place, 154. 

Temperance, Committee on, 69, 
211 ; importance of teaching in 
the Sunday-school, 210; in- 
struction in the Intermediate 
Department, 81 ; library, 212, 
285; organizations, 217; pro- 
grams, 213, 285 ; Sunday-school 

as a force, 285; World's 

Sunday, 277. 

Thanksgiving Sunday, 228, 291. 

Training through church attend- 
ance, 299. 

Treasurer, 64; duties of, 192; of- 
fice of, 191. 

Uniform I^essons, in the Teach- 
ers' Meeting, 152 ; relation to 
the supplemental lessons, 93. 

Upbuilding the school, 26off; the 
pastor's part, 261 ; the Superin- 
tendent's part, 262. 

Ushers, 65. 

Ventilation of Sunday-school 
rooms, 50. 

Village Sunday-school, 254f, 
301. 

Visitation, of District visitor, 268 ; 
house to house, 267, 306 ; teach- 
er's, 268. 

Wanamaker, John, 47. 
Washington's Birthday, 231. 
White Shield IvCague, 81, 217. 
Winter Sunday-school, 350, 300. 
World's Sunday-school Associa- 
tion, 25. 
I World's Temperance Sunday, 217. 

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